Real winners ‘Money can’t buy what they give’ ■
Jackie Lorentz, staff photographer
Warroad High School varsity volleyball players Madison Johnston, left, and her sister Jade Johnston, middle, listen to Lorraine Hill, right, talk about the blue jean quilt she is making. Hill lives in independent housing at Warroad Care Center in Warroad.
By Ann Bailey
Herald Staff Writer
Regardless of the record the Warroad High School girls volleyball team posts this fall, they will be winners in the eyes of residents of the Warroad Care Center. Members of the team started volunteering at the center during the last school year and have become friends with the men and women who live there. “I think they’re fabulous,” said Rolland Kastner, a former East Grand Forks resident who lives at Warroad Care Center. “Money can’t buy what they give.” What the girls give is their time. Since last January, volleyball team members have spent many hours visiting with the center’s residents and organizing activities such as a game night, making Valentine cards and an ice cream social. This past summer, the girls served banana splits to the residents and had another game night.
Trihey said. Trihey believes that by instilling in students a desire to give back to their communities when they are young, they’re more likely to continue volunteering as adults. “A way to get kids to give back is to embrace it early on in their lives.”
Building relationships Jackie Lorentz, staff photographer
Warroad High School varsity volleyball player Kailee Ogden, right, visits with Rollie Kastner, an independent living resident at Warroad Care Center. Kailee Ogden, a Warroad high school senior and member of the girls’ volleyball team, also organized music nights in which Warroad elementary and high school students played piano and sang for center residents. The high school jazz band and high school
choir have expressed interest in performing at the Warroad Care Center this school year. The volunteer work was the idea of Heidi Trihey, a Warroad elementary teacher, and Ogden, who is her daughter. “We kind of were brain-
storming community service activities and we realized what an untapped resource this was in the community,” Ogden said. Ogden had participated in a girl’s leadership camp and one of the goals was to bring back the skills learned to the community,
Back to School project helps kids get ready for class By Ann Bailey
Herald Staff Writer
Weeks before area students head back to the classroom, the Salvation Army’s “Back to School” project is in full swing. The project, which began about 20 years ago in Grand Forks, involves gathering school supplies that are distributed to students across Grand Forks County. This year the school supplies will be distributed Aug. 19-20 at the Salvation Army office at 1600 University Ave. The project helps low to moderate income families ease their financial burdens at an expensive time of the year, said Lindy Beauchamp, a Salvation Army social worker and Back to School project organizer. “It’s so difficult for families living on a budget,” said Beauchamp, noting that during August besides school supplies, parents are purchasing clothing and school lunch tickets and paying school fees.
Jackie Lorentz, staff photographer
Lindy Beauchamp is a Salvation Army social worker and Back to School project organizer.
Donations
There are 40 Back to School drop-off sites throughout Grand Forks and East Grand Forks. The Salvation Army encourages families to buy
school supplies for the project when they are purchasing them for their own children. The Salvation Army also accepts cash donations and uses that money to purchase
supplies, including crayons, notebooks and scissors. All donations are welcomed and calculators, mechanical pencils and folders are especially needed, Beauchamp said. “We always seem to run out of the basic solid colors the schools request; red, yellow and green.” Last year about 600 Grand Forks County children received supplies through the Back to School program, she said. There still is time to sign up for Back to School. Families must meet certain income guidelines and show a proof of identification. In past years, the response from the community for Back to School has been positive, Beauchamp said. “Without the generous donation from the community, we wouldn’t be able to do the program,” she said. Information about how to sign up for or to donate to the program: (701) 7752597.
Schools fall behind in offering computer science By Erik Robelen Associated Press
Given the ways computer technology – from the iPhone and YouTube to uses in medical research and national security – is changing so many facets of life, you might imagine that schools have been stepping up students’ exposure to computer science to help drive the digital revolution. But recent data suggest otherwise. One survey indicates a sizable drop in the availability of even introductory computer-science courses in public and private secondary schools since 2005. Participation rates for Advanced Placement courses in computer science have been relatively flat for years, while the rates have gone way up in traditional science and mathematics disciplines, such as calculus, chemistry, and biology. “We’re an order of magnitude off
from these other courses,” said Janice E. Cuny, a program officer at the National Science Foundation, who argues that high-quality computerscience instruction is all too rare in public schools. Representation of female and minority students among those studying computer science in high school and college is seen as especially low. National statistics indicate that computing will be one of the fastestgrowing areas for employment in coming years, but experts say the U.S. educational pipeline is expected to fall far short in producing college graduates in the field. To help address the apparent disconnect between supply and demand, efforts are building to increase access at the precollegiate level to high-quality instruction in computer science, a cross-cutting subject that includes elements of math, science, and other disciplines.
Work is under way by the College Board to develop a new AP course in computer science that is intended to appeal to a broader and more diverse audience than the existing course. In Georgia, recent initiatives are promoting computer-science education, including one program that provides summer camps for girls and workshops for teachers. An innovative new computer-science course devised for public schools in Los Angeles, with a focus on serving minority students, is now expanding to other districts.
Raising public awareness
Just last year saw the launch of the first Computer Science Education Week, conceived as an annual occasion to raise public awareness about the importance of the field to the naCOMPUTER: See Page 2
After the volleyball team started volunteering at the center it encouraged the Warroad High School student council and the football team to do the same. Members of the groups joined the volleyball team at a prom held at the center last spring. This fall the volleyball team will encourage other high school students to volunteer at the center. Sue Wiseman, a Warroad Care Center household coordinator, called the team’s volunteer work “awesome.”
“It’s good interaction for the kids and older people.” Spending time at the center makes the students more comfortable around elderly people, Wiseman said. Meanwhile, the center residents light up when they see the young people. “The elderly people, it makes a whole difference in their countenance. It’s good for the elderly to have young people around. Sometimes the elderly feel like they’re forgotten.” The volleyball team members will continue their volunteer work at the center during this school year and hope that the center’s residents will be able to come and watch some of their home games. The girls plan to introduce the residents to the fans during one of the games. “I think our teammates have realized the importance of intergenerational relationships and we what we can learn from them,” Ogden said.
Jackie Lorentz, staff photographer
Healthy choices
Julie Tunseth is the child nutrition program director for the Grand Forks Public School system.
■
Grand Forks schools offers healthly food options
By Ann Bailey
Herald Staff Writer
School lunches in Grand Forks aren’t what they used to be. They’re better. “We’ve been having our food revolution for years,” said Julie Tunseth, Grand Forks Schools child nutrition program director. The phrase “food revolution” was made popular by Jamie Oliver, a chef who advocates eating less processed, and more, fresh, food. The lunches Grand Forks schools now offer include more healthy choices, such as low fat milk, whole grains, fresh
fruits and vegetables and legumes. The school also offers choice such as yogurt and fresh fruit for breakfast. “They always have at least five fruits and vegetables every day,” Tunseth said. Introducing lunch changes, such as serving whole grain breads instead of white and low fat milk instead of 2 percent, have been done gradually over the past 10 years. “It’s been a long process,” Tunseth said. The changes are made slowly because it takes time for children to accept
CHOICES: See Page 2
2
School calendars 2010-2011
Grand Forks Herald/Sunday, August 1, 2010
Grand Forks Public Schools
August 25 – School begins K-9 26 – School begins 10-12 September 6 – Labor Day, no school 27-28 – no school October 8 – No school 20 – No school 21-20 – No school November 11 – Veterans Day, no school 25-26 – No school December 23 – Holiday vacation begins January 3 – School resumes 17 – No school February 24 – No school 25 – No school March 17-18 – No school April 22-25 – No school 26 – No school May 26 – Las day of school
East Grand Forks Public Schools September 7 – School begins
November 8 – No school 12 – No school 25-26 – Thanksgiving December 24 – Christmas vacation begins January 2 – School resumes 24 – No school February 11 – No school 21 – No school March 28 – No school April 22 – No school May 27 – Graduation 30 – No school
Holy Family/St. Mary’s Catholic School
August 25 – School opens September 6 – No school (Labor Day) October 21-22 – NDEA – No school November 11 – Veterans Day – No School 25 - 26 – No school (Thanksgiving) December
20- Jan. 2 Christmas break– No school January 3 – School resumes 17 – No school (MLK Jr. Bday) February 24 - 25 – Winter holiday – No school March 17 -18 – Spring Break – No school April 22-26 – Easter Holiday – No school May 26 – Last day
17 – No school, Martin Luther King Day February 21 – No school, Presidents Day 24 – Visitation Day March 24 – No School PreK
25 – No School PreK-eighth April 22 – No school, Good Friday 25 – No school, Easter Monday May 24 – Last day of school
Riverside Christian School
August 25 – First Day PreK4 - eighth grade September 6 – No school, Labor Day October 20-22 – No school November 9 – No school, PT conferences 25-26 – No school, Thanksgiving December 22 – Christmas Vacation begins January 3 – School resumes
At-home traditions to make first day of school fun
By Melissa Kossler Dutton
For The Associated Press
Rebecca Miller Wilson wants her three children to look forward to the first day of school, so she makes a celebration of it. She hangs signs outside their rooms, prepares special foods and takes lots of photos. The traditions ease the transition back to school and give the kids a reason to be excited. “I want to set them up for enjoying school,” said Wilson, of Phoenix. The first day should “set the tone for how the school year should go.” Back-to-school traditions at home can help children adjust to the changes a new year brings, said Tim Sullivan, founder of School Family Media, which focuses on increasing parental involvement in schools. “Anything that encour-
CHOICES/
Continued from Page 1
them. If too many changes are introduced at once, schools run the risk of children refusing to eat the school lunches or breakfasts. Schools strive to make the lunches look inviting and easy to pick up by offering color choice and putting them in small dishes, Tunseth said.
Fresh fruits, vegetables
Another way the school system is working to introduce healthy eating to children is to offer fresh fruits and vegetable snacks in some of the Grand Forks elementary schools. Along with the snacks, teachers receive information about the fruit or vegetable, such as where it is grown, to teach the children. The fruits and vegetables snack program is designed to introduce the fruits and vegetables to children so they will become familiar with them and start choosing to eat them at lunch or at home. This year, students at seven of the Grand Forks school system’s 11 elementary schools will be served the morning snack, which may include fruits such as pineapple, mango and strawberries and vegetables such as jicima, red pepper and broccoli. “It does seem like it’s making a difference,” Tunseth said. “We do see kids picking up fruits and vegetables. We see them being more adventurous.” Besides offering healthy choices, Tunseth visits class rooms and talks to students about nutrition. “It’s just the little things that make a difference when working with kids.”
ages the thought that school is a special time is a good thing,” Sullivan said from his office in Wrenthem, Mass. Parents who make a fuss about the first day back also are sending the important message that “school’s a priority in our family,” he added. Jessica Fisher of San Diego serves her six children homemade apple pie for breakfast on the first day of school. It’s a sweet way to signal their return to their home-school schedule. “It helps to mark that shift and make it really fun – not something they dread,” said Fisher, who started the tradition four years ago. The pie does lessen the pain of returning to school, said her 8-year-old son, Calvary. “The first day of school is both good and bad,” he said. “It’s the end of sum-
COMPUTERS/
Continued from Page 1
tion’s economic future and promote efforts to expose students to robust computer-science instruction. Companies like Google and Microsoft have also taken steps to champion computer-science education. One priority for many advocates is changing state policy to spur more courses in the subject – and more students to take them. “A lot of focus right now is working with the states to get computer science counted as a [graduation] requirement,” said Chris Stephenson, the executive director of the Computer Science Teachers Association, based in New York City. In most states, analysts
mer vacation, which makes it bad, but we get pie for breakfast so that makes it good.” Keeping the traditions simple makes it easier to do them year after year, said Alanna Stang, executive editor of Martha Stewart Living magazine. “Simple and thoughtful is always the best,” she said. Small gestures “show kids someone is thinking about me.” Having first-day-ofschool traditions also gives parents the opportunity to mark milestones in children’s lives that might otherwise get overlooked, Stang said. “In our fast-paced lives, the meaning of the moment can get lost in the shuffle,” she said. She suggests finding a mix of traditions that involve small surprises for the children, and projects that parents and kids can work on together.
In addition to preparing treats, Wilson takes her children shopping and lets them each pick out a new backpack. She takes photos of the kids with the new bags, which often reflect their developing personalities or interests. “It’s fun to see some of the choices they’ve made,” she said. Shopping for school supplies has already become a tradition for Summer Werchowski of Dublin, Ohio, and her 4-year-old son, Miles. When he was preparing for preschool last year, they bought supplies for him and some of his friends. They passed out the supplies at a backto-school party, which they plan to throw again this year. Werchowski also created a way to help Miles, who couldn’t wait for school to start, count down the days. About a month before school began, she placed
say, such courses are considered general electives, though important inroads have recently been made in at least a few, including Georgia, North Carolina, and Texas, to allow the subject to count as either a fourth math or science credit toward graduation. Most students, Ms. Stephenson said, “don’t take courses that are electives. They don’t have time.” Proponents of computerscience education say a major hurdle is simply getting school officials and others to understand what the field is, and isn’t. “One of the biggest problems is schools confusing computer literacy with computer science,” said Barbara J. Ericson, the director for computing outreach and a research scientist at the Georgia Institute of Technology, in Atlanta.
“A lot of places don’t understand the difference,” agreed Ms. Cuny of the NSF, which is providing grants to support a variety of programs and research undertakings on computerscience education. “They’re not teaching kids how to be creators of technology – they’re teaching them how to be users of technology.”
enough pieces of candy in a jar that he could have one a day until school started. “It saved my sanity because he could physically see it was getting closer and closer,” she said. “It stopped him from asking every two minutes.” She plans to fill the jar for many years to come. She also is continuing a tradition her own mother started: taking yearly photos in the morning and in the afternoon on the first day of school. “I looked all cute in the beginning,” she said. By the end of the day, “I just looked like I had been through a war.”
She hopes the photos and activities will create lifelong memories for Miles. “Looking back on my childhood, that’s what I remember – all the special traditions we had,” said Werchowski. “That’s where my memories lie. I’m hoping it will be the same for him.”
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College-bound skip pool, dive into summer school Grand Forks Herald/Sunday, August 1, 2010
By Tara Malone Chicago Tribune
CHICAGO – Lauren Smith carefully drew a triangle in her notebook, her shoulders bent over the classroom desk as she calculated the measure of each angle and the length of each side. It was 10:15 a.m. on a recent Wednesday, but Smith wasn’t playing outside, chatting with friends or even sleeping. The 15-yearold sophomore was halfway through the nearly five hours of geometry that she takes every day at Oak Park and River Forest High School. Summer school was traditionally seen as a remedial operation, a way for students who had fallen behind to catch up. But today, many students choose to hit the books in June and July so they can rack up extra credits – for a fee – or learn the ropes before starting freshmen year. High schools cater to the new type of teenager with an array of collegeprep courses. Many educators now call it the “third semester” of high school. “When I was in high school, if you took summer school, you were in trouble,” said Brian Mathien, summer school principal at Barrington High School. “It’s completely shifted now. Kids take it to get ahead.” One factor is that some high-schoolers, like those in Illinois, must take more courses to graduate in recent years. Students may struggle to boost their academic credentials while leaving room in their course schedule to sing with the choir or edit the school newspaper. For some over-scheduled teens, summer classes are the only way to fit it all in. To be sure, some summer school students still retake courses and make up credits if they failed during the year. But many more enroll to get a leg up. Naperville North High School ended a summer
McClatchy Tribune
Sophomores Eric Chang, 15, left, and Spencer Michelson, 15, perform a column chromatography separation of grape Kool-Aid lab during a Chemistry PCB, Level 4 summer school class at New Trier Township High School in Winnetka, Ill. term in July that had 980 students – about 16 percent of the district’s overall high school enrollment – take everything from U.S. history to trigonometry and economics. The number of students who attended to make-up classes? Just 14 percent, said summer school co-director Howard Phelan. Carpentersville, Ill.based Community Unit District 300 saw its summer enrollment nearly double in three years as more high-school students registered for classes, said summer school coordinator Francesca DiMaggio. Honors trigonometry climbed from 13 students in 2008 to 28 students this year.
Head start
DiMaggio attributes the uptick to the district adding courses and promoting them as a way to get ahead on credits and place into top-level classes in the fall. “Word is getting back that it’s hard, but it’s quick,” DiMaggio said.
“I’ve had more parents call me this summer saying ‘is there room in this course?’” High schools charge anywhere from $180 to $320 per credit in an effort to make summer school selfsupporting. School districts waive fees for students whose families qualify for a free cafeteria meal under federal poverty guidelines. Some schools open courses to students from outside the district. Measuring how summer school enrollments have changed over time is difficult because of a dearth of data on the subject. However, a 2009 report by the Education Commission of the States found that about 10 percent of the nation’s public school students attend school-sponsored programs each summer, and the number of schools offering such classes doubled in the past 25 years. Illinois does not track summer enrollment. But many local school districts report a steady, strong interest.
A third of Barrington High School’s students returned to class this summer. By taking consumer education and health, many rising freshmen check off two state requirements before they report for their first day of high school. Educators say summer class listings help explain the draw. At Oak Park and River Forest High School, students can prep for a college-level biology class, study the history of World War II or even travel to Tanzania to study ecology. For a lighter touch students may dabble in pottery or computer animation, summer school Director Dale Craft said. At New Trier Township High School, 1,868 students – nearly half of the school’s enrollment – headed back to class for summer session. The biggest hits are in-depth science courses where teens learn a week’s worth of lessons each day and tackle a week’s worth of homework each night.
Empty Nest 101: College orientation for parents By Beth J. Harpaz
Associated Press Writer
NEW YORK – Call it Empty Nesting 101: Colleges around the country are holding orientations for families of incoming freshmen. But these are not simple “Meet the Dean” receptions held the day before school starts. These are elaborate twoand three-day events, often held on midsummer weekdays, requiring parents to take time off from work and pay $70 or $80 in addition to lodging, food and travel expenses. They’re packed with workshops, tours and speeches on subjects ranging from letting go to campus safety. Reed College in Portland, Ore., even invites parents to read “The Odyssey” and attend a lecture and discussion similar to what their kids will experience in a freshman humanities course. You might think parents facing massive tuition bills would balk at more demands on their budget and time. But many colleges report that well over half their freshmen have family in attendance at these events, and lots of parents think the orientations are the greatest thing since “What To Expect When You’re Expecting.” “What I’ve heard across the country from parents is that these events are marked on their calendar
Parent Landi Tang looks over a booklet during an orientation for families of incoming freshmen at Boston university. Some orientations for families of incoming freshman are packed with workshops, tours and speeches on subjects ranging from letting go to campus safety.
with a big red heart,” said Natalie Caine, who counsels parents through her business, Empty Nest Support Services in Los Angeles. “They’ll pay the airfare, they’ll go into debt to attend parent orientation if they have to. They’re worriers. They say, ‘I need to go. I need to see what it’s like. I want to hear what they have to offer, what the security system is like, who’s the contact person if there’s a problem.”’ Joe Mondy said he was skeptical when he saw a long lecture on “letting go” scheduled for the parent orientation at his daughter’s school, Stonehill College in Massachusetts. But he ended up thinking the session was terrific. “My generation, the Baby Boom generation, wants to over-control and manage things,” said Mondy. “You want to make sure everything goes smoothly, familiarize yourPARENTS: See Page 4
“It’s definitely another semester and it starts less than a week after school is out,” said Superintendent Linda Yonke. On a recent morning, as The Beatles’ “Hey Jude” played in the background, sophomores Spencer Michelson and Eric Chang filtered Grape Kool-Aid down to its basic elements – water, red dye and blue dye – and boiled vials of the liquid on a hot plate to detect the dextrose in each solution. Chang, 15, said he thinks of the summer in terms of the regular school calendar. “Right now, it’s about February,” Chang joked. “Actually, after Monday, it will be spring break. We’re in March,” said teacher and science division chairman Gerry Munley. “This is a way of experimenting with time. Kids don’t realize all the ways they can learn.”
Start of it all
Summer school evolved from so-called vacation schools that began during the late 19th century as a way to keep kids involved and out of mischief, said Kenneth Gold, author of “School’s In: The History of Summer Education in American Public Schools.” Gold said the swell of Chicago-area high school students who choose to take advanced summer courses is unique when compared to other parts of the country. “I absolutely think it’s a new twist (on summer school),” Gold said. “Interest can build quickly if summer programs are provided, but they haven’t always been provided.” Nationwide, many educators see summer school more as a way to narrow the achievement gap and prepare weak students to excel during the year, said Jeff Smink, vice president of policy with the National Summer Learning Association. But summer learning is not free. Gold said that
3
throughout the 20th century, schools caught in a financial squeeze routinely slashed spending for summer enrichment classes. Cash-strapped local schools are confronting the same dilemma today. Plainfield School District 202 this year raised the number of enrollees required to offer a course from 15 to 20 and increased the cost of summer classes from $150 to $180, spokesman Tom Hernandez said. After slashing nearly $21 million in expenses, administrators said summer school would have to pay for itself. School officials were not surprised when enrollment dropped to 959 students, down from 1,418 a year ago. “You factor in the general economy issues, and it becomes harder for us to offer the full complement of classes that we’d like, and for our families to be able to afford them,” Hernandez said. Families face other concerns about summer school, too, such as the nagging worry that kids should have a break from the stress of learning. Oak Park parent Liz Smith hesitated when her daughter asked to enroll in the summer geometry course. Teachers encouraged Lauren, saying she had the skills to succeed in advanced math. Smith wanted to be sure it was the right fit. “The class is 4 hours and 40 minutes. I kept saying that to her. But from day one, she never once thought twice about it,” Smith said. “You can’t do anything but support that.” With two weeks left before finals, Lauren Smith goes to bed by 11 p.m. so she can wake up, pack herself a snack and report for class by 7:45 a.m. She said it’s not as bad as it seems. “What else would I be doing?” she said. “All my friends are in summer school.”
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self with the college and what it stands for.” Kristine Goodwin, associate dean for student life at the College of the Holy Cross in Worcester, Mass., says the orientations try to show parents that the school is on their side: “Don’t we both want to prepare the student for independent living?”
Homesick
Associated Press
This undated photo provided by Playworks shows Playworks Program Director Jabari Wimbs, background right, working with students during recess at Sherman Oaks Elementary School in San Jose, Calif. This trend toward transforming recess from a free-for-all to a healthier physical experience is meeting mixed reaction.
Recess coaches hired to make play constructive By Diana Marszalek
For The Associated Press
For years, recess at Grout Elementary School in Portland, Ore., was fraught with the same sort of playground woes common around the country. Some kids would play, some wouldn’t. Some roughhoused and got into tussles. Resolving those tussles, teachers said, ate into post-recess classroom time. “Kids are not inherently kind to each other,” said Principal Susan McElroy. The pattern was broken about a year ago when McElroy hired a recess coach to help children do what they used to do naturally: play. Now, Grout has its own professional coach on school grounds all day who not only organizes and supervises playground games, but also trains kids to be junior coaches, teaches conflict resolution and serves as a mentor, McElroy said. A growing number of schools nationwide are hiring playtime professionals to help transform recess from a free-for-all into what they hope will be a healthier physical experience. In some cases, that means hiring full-time professionals; in others, it might mean training school staff and parent volunteers. Grout, like many low-income schools, established its program through Playworks, an Oakland, Calif.based group that this year will provide assessment, training and a full-time coach to 270 schools in 16
cities. Thanks to a recent $19 million grant from the Robert Wood Johnson Foundation and other support, Playworks subsidizes more than half the $55,000 it costs for a school to have a full-time, onsite coach. Jill Vialet started Playworks, then called Sports4Kids, in 1996 after meeting with a beleaguered principal bemoaning the problems of recess. She said that at schools with recess coaches, teachers report reclaiming instructional time that was previously lost to working out kids’ problems. In addition, playing cooperatively and, in some cases, earning leadership roles as “junior coaches,” builds a sense of community among students. “The return is a much better place to learn,” Vialet said. The idea of putting recess in the hands of professionals, however, has drawn criticism from those who feel that childhood today is in danger of being micromanaged by adults. Learning to play cooperatively is an important step in children’s development, and that includes learning how to handle difficult situations, they say. Lee Igel, a New York University assistant professor who has worked with schools as a sports and organizational psychology expert, said recess coaching is well-intended. But the problems it is meant to address, he said – stopping bullying, encouraging inclusion, fostering cooperation – are too wide-ranging and have
deeper causes. “We’ve always had bullies, but it seems to be on the increase,” Igel said. He thinks that’s the result of changing social values “and how people and community are no longer there.” Fixing those problems must be done on a larger scale and start with a discussion of values. In addition, Igel said, some of the hard lessons learned on the playground – being picked last for a team, for instance, or not gelling with other kids – often turn into motivation for success, or at least lend perspective, later in life. “You don’t want to set children up for failure,” said Igel, “but you don’t want to always prevent it either.”
Less bullying, boosts selfesteem
McElroy, the Grout principal, said the days are gone when kids were adept at finding ways to play creatively on their own. The rise of electronic entertainment and the decline of spontaneous neighborhood play have left many children ill-equipped to handle unstructured playground time; they don’t have the social skills. “Kids by and large don’t know how to do that anymore,” McElroy said. “They weren’t doing it, anyway.” Alexandra Penn, founder of Champions Against Bullying, a nonprofit that offers workshops and other services, agrees. She says more playground supervision is es-
sential, as is specific training in how to manage bullying. “Kids bully for many reasons and they also bully because they can,” Penn said. “Who’s stopping them?” In addition, she said, it’s incumbent on schools to ensure that all children – including those prone to being bullied – receive the benefits of recess. “Play stretches a child’s imagination and boosts self-esteem,” Penn said. “Children become more resilient, develop cognitively, learn how to problem solve, interact with others, discover all they can do on their own and get in touch with their feelings and those of others.” Having recess coaches doesn’t mean that schools have lost sight of the benefits of self-motivated play, proponents said. Helping kids get there is part of the plan. “It’s really getting these kids more and more working together as a team,” said Marc Sickel, founder of Fitness for Health, a Washington, D.C.-area organization that trains school staff and volunteers to facilitate playground activities. “We assume too many times that the kids have the ability to work out their conflicts, when they really don’t have those yet.” As head of a culturally diverse school, McElroy said, she welcomes all opportunities for cooperative learning. “Anything we can do like this helps build a school community,” she said.
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Holy Cross also warns parents that kids may call home in the first few weeks saying they’re unhappy. “They don’t have emotional support yet,” Goodwin said. “Your job is not to overreact. Don’t panic! They’re just venting.” At Northern Michigan University in Marquette, parents get to hear exactly what those desperate calls sound like. The school plays tapes during the parent orientation of upperclassmen recreating actual calls they made home. One girl tells mom and dad she’ll be spending Thanksgiving with her new boyfriend instead of her family. In another call, a boy confesses that he’s not doing well in school, and P.S., he’s in trouble for alcohol violations. A third call is from a student who’s homesick and lonely. “The girl’s voice in the homesick tape makes many parents cry every time we do it,” said Christine Greer, dean of students at NMU. The tapes were made some years ago, but “the issues haven’t changed – independence, breaking rules, not doing well in classes, homesickness. They are still things that parents worry about, and students deal with, every year.” Parents only hear the kid’s side of the call; they’re then asked to imagine their own reactions before being told what really happened: The parents of the girl with the boyfriend let her go to his house for Thanksgiving, and she ended up marrying him. The boy in trouble became a police officer. And the lonely girl became a resident adviser and later a teacher; she’s now married with three kids. Steven Hill of Salt Lake City, whose son will be at-
tending NMU this year, said he and his wife Shawn thought the presentations were outstanding. “You can imagine how hard it is for Shawn to see her baby grow up and move so far away from home to go to school,” said Hill. “But the orientation was the best thing we could have done for our son and our family. My wife for now is liking the idea that her son chose to go away to college and she feels that he will be in a place that has taken every step to ensure his success.” Some parents say they feel OK about skipping the orientations. Lisa Richards’ daughter attended an orientation at Tulane University in New Orleans this summer, but mom stayed home. “We had just been to Tulane the third week of April,” said Richards. “We spent two days there and a lot of my questions had already been answered.” Other parents think the events could be more to the point. “A lot of this letting go business – they could condense that before lunch, and then after lunch do the practical stuff,” as Morgan Roth put it. Roth loves American University, where her daughter will be a student in the fall, but she thought much of the material in the parent orientation could have been covered in a webinar, and she wished they’d included a session on how to understand the tuition bill instead of one on student nutrition. Still, the number of family members attending these events at Cleveland State University has tripled in the last five years. At Northeastern University in Boston, “at least 85 percent if not 90 percent of students have parents that also attend our programs,” said spokeswoman Katherine Cadwell. At Indiana State University at Terre Haute, orientations have included “as many as nine family members, including grandparents,” said spokesman John Beacon. “We don’t mind at all and we enjoy having the whole family participate. We recognize there are lots of helicopter parents. Rather than try to limit their involvement, we embrace it.”
chool
Call 787-8100
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Ages 3 to Adult
Pasley Ballet School 1002 Park Drive (701) 746-5973 www.pasleyballetschool.com
1101 S. Columbia Rd, Grand Forks 701-775-4114
Please bring your immunization records and health insurance card with you.
Can’t hide from the camo in back-to-school clothes
Grand Forks Herald/Sunday, August 1, 2010
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By Samantha Critchell AP Fashion Writer
NEW YORK – Camouflage is one thing you can’t hide from this back-toschool season. The print has been growing in popularity for kids over the past few years, and that only increases as designers and manufacturers develop new color combinations – for boys and girls – and find new e trendy places to put it, such as pant cuffs and bag straps. And camo cargo pants have gone from novelty to classic status. But doesn’t that defeat the purpose of camo, which, in theory, should be flying under the radar? e “I think kids are seeing hit from street fashion, more of a cool-kids point of view,” says Betsy Schumacher, senior vice presiedent/chief merchandising officer for American Eagle’s 77 Kids. “It’s very savvy from a fashion standpoint. Kids gravitate toward things that feel real, d and it feels like something easy to wear. ... Our tag line is ‘long live fun.’ This trend is one kids can have fun with, and there’s something funny about a 6month-old in army jacket, tutu and graphic T combination.” Age appropriateness is easy to address in camouflage because, while sticking to the authentic pattern, the spirit conveyed by color, style and other embellishment makes it clear that children’s clothing isn’t trying to mimic modern military uniforms, says A.K. LaMonica, senior director of apparel at The Children’s Place. “We don’t base it on current uniforms,” LaMonica says. “For our boys’ line, our inspiration truly comes from vintage.” Boys’ shorts and pants most often get the camo treatment, and camo-covered baseball caps are the brand’s best-sellers. LaMonica says camo is the boys’ equivalent of, say, the embroidered butterfly for girls. “We want boys to wear them with a solid shirt or a clean stripe. Boys are limited, but girls always have flowers, hearts, butterflies and whatever the trendy print of the season is. Boys don’t get that. They get plaid. Camouflage can be an alternative to that – and plaid isn’t that popular in shorts,” LaMonica says.
Girls like it too
Brit-based brand Mini Boden says it has been successful translating camo
AT-HOME/
Associated Press
This undated photo provided by The Children’s Place shows an example of camouflage pants for boys. Camo has been growing in popularity for kids over the past few years, and that only increases as designers and manufacturers develop new color combinations – for boys and girls – and find new trendy places to put it, such as pant cuffs and bag straps.
“I think kids are seeing it from street fashion, more of a cool-kids point of view.”
Betsy Schumacher American Eagles chief merchandising officer
for both sexes. Girls usually get their camo with a splash of lilac or pink, boys like theirs brown or gray in the fall and winter, but like a bright blue in the spring or summer, says design director Emma Stevens. The pattern is a favorite on board shorts, soft twill trousers and an anorak jacket. “We don’t want to imply a uniform at all. We use it just like a pattern, and it can look quite surfy, especially in sun-washed colors,” Stevens says. “We try to do camouflage in a softer way, with more colors and increased scale. It looks less army and more fun. It’s a good choice
for boys, who don’t have a lot of patterns to choose from ... and it’s a nice option for the girl who’s not so girlie girlie,” says Stevens, who also designs the company’s teen-oriented Johnnie B. line. The look grows up into
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child can wear on the first day. ■ Decorate a backpack with a beaded key chain, homemade pompoms or a name tag. ■ Hide a small treat, such as a sticker or small toy, in the child’s pocket. ■ Decorate the student’s lunch bag or box. ■ Make a special breakfast, dinner of after-school snack. ■ Take a photo before school and have it printed or in a frame when the child gets home, or break out the scrapbook and show the child that this milestone is already part of your family history. ■ Measure the child’s height and weight, and record it in a special place on the eve of the first day of school. ■ Buy an extra set of school supplies and donate it to an agency that helps needy families. ■ Ask children what they want to be when they grow up, and preserve their answers with a video camera or voice recorder. Source: Martha Stewart Living magazine
701.795.3848
capris and miniskirts, among other silhouettes, for tween and teen girls, says Sonya Cosentini, style adviser for T.J. Maxx and Marshalls. It works for both the younger market and for the teen set. “Camouflage is a print that you don’t always see on the shelves, but it’s a trend that makes it’s way back every year in a different way. This year, that way is absolutely in the details, and we will continue to see that into the fall fashion season,” Cosentini says. The print is a direct complement to the from-therunway military look that’s hot this season in every market – from womenswear to infant clothes. “Kids are really savvy from a fashion standpoint. When they see a trend on adults, they want it too. There’s no lag time,” says 77 Kids’ Schumacher. And, she added, unlike some adult trends, this one translates to childrenswear because comfort is at its heart. There’s also an implied durability, and the back-toschool catalogs, for example, are full of camo-clothed kids running, jumping and playing in the autumn leaves. Mini Boden and especially Johnnie B. also are going big with pea coats and oilcloth military jackets, which look great with jeans, Stevens says. Those jackets, however, might be a little too much with camo. Schumacher says children’s clothing has to appeal to two audiences: the kids who wear it and the moms who typically shell out the cash. “Military works as a trend because of its classic heritage and comfort, and it’s understandable for both mom and kid,” she says. “If I think about a trend that would push us over the edge at 77 Kids because mom thought it was too old, it’s something we’d pass on. ... We wouldn’t want to make mom uncomfortable.” One other selling point to mom: Camo is pretty good at masking dirt and stains.
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Associated Press
Lauren Garber of Ballwin, Mo., looks over study aids at the Christian Home Educators Fellowship Conference and Curriculum Fair in St. Charles, Mo. Garber home-schools her three children, ages 6, 9 and 11. Many home-school associations hold conferences that include exhibits on curriculum and a variety of workshops.
Home-school options: curriculum or not Choices abound for parents who want to home-school
■
By Carole Feldman
Associated Press Writer
Janice Hedin’s son was into model rockets, so she used that as a starting point for his home-school curriculum. Her daughter loved horses, and that became a focal point for her education. “She owned it,” said Hedin, of Maple Valley, Wash. “It was hers. I didn’t have to force anything because she loved every minute of it.” Some home-school parents create their own curriculum for their kids. “There should never be a set curriculum,” said Hedin. “Every child is so unique. Our goal as parents is to custom design the education that fits our children.” For those who find that daunting, there are many prepared curricula available for home schooling, as well as guides to what a child should know at each grade and age. Material is available online and in libraries, at book-
stores and through home-school support groups. The World Book, for example, provides a free online guide detailing typical courses of study for students from pre-kindergarten to 12th grade. The National Center of Education Statistics reported last April that about 1.5 million American children were home-schooled in 2007, representing 2.9 percent of the school-age population. The number of home-school children increased by 74 percent since 1999. The upward trend is believed to be continuing. As a first step, parents new to home schooling should check out their state’s laws. Helen Hegener, director of the American Homeschool Association, noted that there is a wide variety in state requirements. In Washington state, for example, parents must meet specific qual-
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Principals’ silly stunts can motivate students 6 Grand Forks Herald/Sunday, August 1, 2010
By Melissa Kossler Dutton
For The Associated Press
Sometimes it takes a minute for James Anderson to figure out why people are staring at him. Then the assistant principal remembers that in June he let a group of Power Middle School students shave his head with an electric razor and his hair’s still growing back. He had promised he would let them take the shears to his locks if they had fewer failing grades in 2010 than the previous year. Every year, school administrators like Anderson make local headlines for silly stunts intended to motivate students. Principals do everything from spending the day on the roof to kissing pigs to taking pies in the face to reward students for a job well done. The antics really help “motivate and encourage,” said Diane Cargile, outgoing president of the National Association of Elementary School Principals, based in Alexandria, Va. “The (students) love it, and the parents love it,” Cargile said. “They know you care about the children.” It’s a popular tool that’s not often discussed among professionals, said Anderson, who works in Farmington Hills, Mich. “I go to principal conferences every year and we’ve never once discussed this,” he said. Offering to shave his head had an impact on the students and their grades,
HOME/
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ifications to home-school. Instruction must be given in math, science, history, reading, writing, spelling and other subjects – but parents have flexibility in determining how the subjects will be taught. In Alaska, by comparison, there “are no requirements to notify, seek approval, test, file forms, or have any teacher qualifications. The burden is on the state to prove that parents are not teaching their children,” according to the Home School Legal Defense Association. That organization has information on its Web site about the laws in each of the 50 states. Local homeschool support groups also are good resources on state statutes and regulations. Parents also must decide how they want to teach their children. There are different styles of home schooling, from a traditional, structured, schooltype setting to “unschooling,” where the child sets the parameters for learning. “Unschooling is totally throwing out the curriculum,” said Hegener, who said she never had a textbook in the house when she home-schooled her children in Alaska. “Life itself is a learning resource.” One popular form of home schooling is unit studies. “Basically, take something like trains, say, and it’s amazing what you can learn,” Hegener said. Among the questions parents should ask in deciding how to home-school: –Do I want to create my own curriculum or use a prepared one? Do I even need a curriculum? –Do I want to use a textbook? –How will I keep track of my child’s progress? The key is knowing your child, Hedin said. She urges parents to discover their children’s interests, what excites them and what they want to learn. “Then, together you begin to seek out resources and curriculum. You do it as a team,” she said. Home-school associations provide a forum for families to share ideas, resources – even instruction. It’s a way to find out what has worked for others and what hasn’t, and what is available in the community to supplement home learning. Many associations hold conferences that include workshops and ex-
Associated Press
Barbara Sistrunk, assistant principal at Greenland Pines Elementary School in Jacksonville, Fla., left, as she poses for a photograph with skydiving instructor Todd Lundgren in Jacksonville. Sistrunk agreed to skydive when the Parent Teacher Association at Greenland Pines Elementary School met their parent participation goals. Anderson added. The number of F’s dropped from 312 to 36, he said. “We used it as a motivating tool,” he said. “If students had a test, the teachers would say, ‘You’ve
got to do well to meet Anderson’s challenge.”‘ Agreeing to do something silly also shows the kids “you’re willing to give them something for their effort,” Anderson said. He
hibits on curriculum. Some offer standardized testing, with certified proctors, for families that want it. Hedin said she’s not mathematically inclined, so when her son wanted to learn algebra she went to a local home-school support group to find other students who were interested, and placed an ad for an instructor. She also formed a small cooperative with other families to take field trips, do crafts and plan other projects built around various themes. “We were really active with other home schoolers,” she said. “We support one another,” said Shelly Nelson of the Crossroads Areas Home School Association of Bloomington, Ill. When people inquire about curriculum, Nelson said, she asks about their teaching style and their child’s learning style. “There are different ways to educate your children,” she said. “When you get to the junior high and high school level, I believe there is a great need for some books.” That doesn’t necessarily mean going to one curriculum company for all subjects, she said. “You choose the best curricula for each subject level.” But buying curricula and textbooks can be costly, especially if it means purchasing several until you find one you like. To help parents, the association’s National HomeSchool Honor Society chapter created a curriculum closet filled with material collected from publishers and homeschool families. Some of the 400 or so volumes are
religion-based; others are secular. One company offering home-school curricula is Time4Learning. Operations manager Jennifer Eaton said the computerbased material is “like your textbook laid out on your desk.” Often used along with other materials, the programs also grade children’s work and track their progress. “Parents will need to be involved not to teach the things, but they should be there to support the child,” Eaton said. Some parents like a prepared curriculum because it gives them “confidence in knowing they are really providing their children with a comprehensive academic foundation,” said
also let students duct-tape him to a pillar in the lunchroom after they exceeded a fundraising goal for victims of Hurricane Katrina. That was “far worse” than his new haircut, he said. “When it was time to come down all the hairs on my arms got pulled out,” he recalled. When students in kindergarten through third grade at East Jones Elementary School in Laurel, Miss., collected more coins than students in the upper grades, Principal Becky Stewart let a kindergartner lob a pie at her face. “It was all in good fun,” she said. Although, “it stung my eyes.” The pie-throwing opportunity encouraged students to bring in money to help offset the cost of new playground equipment, Stewart said. “The best part was getting to draw the name of the student who was going to do it” at a 2009 school assembly, she recalled. “You could see the excitement.” “Humor needs to be part of the day,” she said. “When they get to see you being funny, they love it.” In Sheffield Township, Ohio, Vincent Elementary School principal Virginia Fitch kissed a pig in April to reward kids for meeting their math goals, the local paper reported. Such over-the-top acts underscore a principal’s commitment to the school, said Barbara Sistrunk, an assistant principal who jumped out of a plane when the Parent Teacher Michelle Simpson-Siegel, director of the high school program at Oak Meadow Curriculum and School in Brattleboro, Vt. “The parent is the primary teacher,” she said. Oak Meadow offers a distance-learning program where students are enrolled at the school and are assigned teachers. She said the arrangement provides the student with freedom and flexibility, as well as an academic record for college admissions officers. While some home-school parents grade their children, Hedin said, she didn’t. “What was key to me was progress – progress on their timetable.”
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Association at Greenland Pines Elementary School in Jacksonville, Fla., met their parent participation goals. They also grab students’ attention. After Sistrunk’s sky dive, 12-year-old Katie Blackwell decided to do her science project on what type of fabric makes the best parachute. She experimented with paper, plastic, silk and nylon parachutes. Nylon worked best, she concluded.
“It took longer to get down,” she said. Jumping out of a plane showed that Sistrunk “believes that the school can be a champ,” said Katie. Sistrunk didn’t initially believe the PTA really wanted her to jump out of a plane. “It’s nothing I would have dreamed of doing,” she said of her March 20 jump. “I did it for the kids. I won’t do it again.”
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CHRISTIAN SCHOOLS HOLY FAMILY/ST. MARY’S CHRISTIAN SCHOOL 1001 17th Ave. S • Grand Forks, ND 58201 School Phone: 701-775-9886 Parish Phone: 701-746-1454 Principal: Charles Scherr Established in 1962 Offering grades K-5, including All-Day Kindergarten and After School Program Holy Family/St. Mary’s School provides a unique family atmosphere. Each child is recognized as a special individual with a unique style of learning. Parents and teachers together are actively involved in their child’s educational programs. Students actively experience their faith through community involvement, daily prayer, and Eucharistic celebrations. Special programs provide experiences in student council, computer labs, art, music, science, band, chorus, physical education, and intramural sports. Our goal at Holy Family/St. Mary’s School is excellence in education in an atmosphere conducive to educating the whole child for every facet of Christian living.
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