Cultural Bridges Number 25, English Version by Issaquah Schools Foundation

Mental Health First Aid Page 5 Band, Orchestra, or Choir Page 7 Special Education PTSA Page 9 Eating Disorders Page 16 Reflections Page 17

NUMBER 25 | OCTOBER/NOVEMBER/DECEMBER 2023

Dear Readers, I hope your family is enjoying the beginning of this school year. My name is Laura Ni, and I am the new lead editor for the Cultural Bridges program. I have been working on this magazine for three years, and I am grateful to be able to continue with it. With the support of the Issaquah Schools Foundation donors, we will keep publishing this wonderful resource and increase our reach to offer it to all the families within the Issaquah School District. I am a mother of two children; one is in 8th grade, and another is in 4th grade this year. Like all the other families, the start of school means lots of mixed feelings. I am happy that they can go back to school and learn new things from their amazing teachers while facing many unknowns that need to be figured out. Possibly, for the new middle schoolers, the transition is challenging. One of the biggest challenges is deciding on the year-round elective courses: Orchestra, Band, or Choir? My 8th grader and her friends shared some experiences (see page 7) and hopefully can ease some of the anxiety.

Youth Mental Health First Aid Training

Band, Orchestra, or Choir Special Education PTSA

11 Suicide Awareness Understanding Eating Luckily, there are many resources available for families to rely on. Participating in District 15 Disorders family events to learn more about the school system and reaching out to the PTA/PTSA at your school is always a good starting point. The Issaquah Food & Clothing Bank is a great resource to fulfill some families’ basic needs. If you have a child who needs special aid, our Issaquah PTSA council Special Education Chair (see page 6) and the district-wide Special Education PTSA (see page 9) are right here for you.

Currently, our children’s mental health is still a big concern for many families. Knowing what resources and support are out there is critical for both students and parents. Every school has counselors that support all students. The Issaquah Schools Foundation understands that mental health is important at every stage of life and plays a crucial role in shaping a child’s social, emotional, and cognitive development. The Foundation funded Youth Mental Health First Aid Training, provided to all the district staff to better support students’ mental health (see page 5). Besides all the resources above, Influence the Choice, the Garage, and the Circle are all easily reachable organizations that continuously support our school community.

17 Reflections Program Food & 21 Issaquah Clothing Bank 23 Our Cultures

Cultural Bridges IssaquahLAURA Schools Foundation NI

Lead Editor

CHRISTIANA SCHUMANN English Editor

Here is to an amazing school year!

CLAUDIA ROMO Spanish Editor NANA TSUJINO Japanese Editor

Laura Ni Cultural Bridges Lead Editor laura@isfdn.org

NATALIA ARGUTINA Russian Editor SHAIMA MANSOUR Arabic Editor SONG PARK Korean Editor

Like us on Facebook @CBforeducation

To read/download all Cultural Bridges publications in Arabic, Chinese, English, Japanese, Korean, Russian, Spanish or Vietnamese, visit: http://isfdn.org/culturalbridges-magazine/

TRAM PHAM Vietnamese Editor Vivian Khoang Cover Designer YINGCHEN PHOTOGRAPHY Cover Photographer YINGYING CUI Chinese Editor

Cultural Bridges Magazine, all rights reserved. Cultural Bridges Magazine is a free community magazine distributed locally and subsidized by Issaquah Schools Foundation. Its mission is to provide our community readers information that will enrich their quality of life covering topics such as education, health, nutrition, current events and the diverse culture in the city of Issaquah. Cultural Bridges for Education does not necessarily endorse or represent the views expressed in articles and advertisements found in the magazine, and is not responsible for the information, products and services that our advertisers published. Some parts of this publication may be a reproduction, translation or reprint where prior authorization is requested.

Welcome, Issaquah School District Families!

ISSAQUAH SCHOOLS FOUNDATION

The Issaquah Schools Foundation drives resources district-wide to help students reach the promise of their potential. We hope that Cultural Bridges proves to be a helpful resource in supporting your student’s educational journey. Established in 1987, the Issaquah Schools Foundation has partnered with our community to donate over $13 million to fund programs and resources for Issaquah School District students in the areas of: • • • • • •

Academic Support & Enrichment Behavioral & Mental Health Basic Student Needs Teacher Grants Dedicated Fine Arts Cultural Bridges

Foundation support can impact your student in many ways. Free after-school academic support, backpack & school supply kits, classroom books, breakfast snacks, instruments, and assistance with testing fees are some examples of how we work to remove obstacles and create opportunities for ISD students. We support ALL ISD students. Every student. Every school. To learn more about our programs and ways to join us in our mission, please visit: www.isfdn.org.

Valerie Korock Interim Executive Director valerie@isfdn.org

October 28, 2023-10 AM

Lake Sammamish State Park Boat Launch • Professionally chip-timed • All ages and fitness levels • Phased start-times

• Virtual race options • Nature education displays • Awards and prizes!

ISSAQUAH SCHOOL DISTRICT

Curriculum Night BY LORNA GILMOURE

Issaquah School District Equity and Family Partnerships Specialist

Curriculum Night is an evening for parents to learn what their child will learn in their school classes. In addition to information on what will be taught to the students, teachers will also provide information on their classroom policies and procedures. Curriculum Night is a great way for parents to learn what they can do to support their child throughout the school year. Curriculum Night is usually held in September in all Issaquah School District schools. Go early since the parking lots are full, and you may need to find parking. The presentations start and end on schedule, so it is important to be on time to get the most out of the evening. Parents are welcome to ask questions to clarify what the students will be learning, classroom policies or procedures questions, or general questions that impact the whole class. Due to time constraints, Curriculum Night is not the time for families to have a one-on-one conversation about their child’s progress with the teacher.

Teachers will share their contact information and the best way to communicate with them regarding student progress, academics, or behavior. Families should email a teacher and request a meeting if they have specific questions about their child’s progress. Meetings can be done in person, via a phone call, or over Zoom. Interpreters are available at no charge to families. Parents should let the teacher know if they want an interpreter present at the meeting. Examples of possible questions to ask (if the teacher does not address them in the presentation): • What book will my child be using? Is there an online version of the book? • How often can a child re-take a test? • What percent of the final grade depends on tests or projects? • What are some tips for students to better learn this subject matter? Questions to AVOID at curriculum night: • How is my child doing? How is my child behaving? • My child has a hard time turning in work. What can I do to support them? School principals may also share some important announcements and information to all the parents attending Curriculum Night. Parent Teacher Student Association (PTSA) leaders and volunteers are in attendance to welcome families and invite them to join the association.

Elementary School Curriculum Night All families will go to the classroom teacher’s room. Often, the parent will sit at the student’s desk. Teachers provide information about curriculum, daily schedules, weekly schedules (when students will go to PE, Library, and Music), reading, writing and math information, opportunities for parent involvement, volunteer opportunities, and important upcoming dates (i.e., field trips or other special dates if applicable). The PE, Music, and Library teachers will not have a separate presentation. If students are in Special Education or MLL (English Language Learner program), please ask that teacher if they will be available to meet on Curriculum Night before the regular program begins. Teachers will often share classroom resources such as school apps, or books students are using to learn. (Reminder – elementary students only have textbooks for math class). Curriculum Night is also a great time to visit the classroom. Elementary school families have an opportunity to meet families of other students in the class. Middle and High School Curriculum Night The families of middle and high school students follow their child’s schedule, meaning they will move from classroom period one to the last period of the day. Families will spend approximately 10-15 minutes in each classroom listening to each teacher’s presentation. For middle and high school families, it is a great time to learn more about • Homework policies – how often, expectations, grading information, and late work policies. • Testing/Assessments – how often, grading information, and re-take of tests (if applicable) • Communication – how teachers communicate with families, office hours for students • Other information – important dates, Canvas, how to contact the teacher

Supporting Mental Health in our Schools Youth Mental Health First Aid Training

Cultural Bridges (CB): What is YMHFA or the Youth Mental Health First Aid training? Who gets this training in the Issaquah School District? Miriam Corlett, LICSW (MC): The YMHFA training teaches adults how to recognize and respond to the signs and signals of a youth in crisis. The training empowers adults to engage in crucial conversations with our youth. Having a conversation with a young person about harm and suicide can be scary, but this training gives us the tools and confidence to feel equipped to have these conversations. The training reminds us how critical active listening, validation, and reassurance skills are for the adults who are on the front line with students. This training is essential for anyone in direct contact with young people, i.e., before and after care staff, bus drivers, coaches, teachers, parents, neighbors, community members, and volunteers. The training teaches us the difference between a mental health challenge and a mental health crisis. It gives us the tools to triage accordingly. CB: Why do we need this training? What’s the purpose of this training? MC: In order to show up and be the best versions of ourselves for the students and families we serve, we must do our part to care for our own wellness. This means not only taking care of ourselves but having access to information and trainings vital to our interactions with students. The training helps adults gain skills to assess safety and risk and connect youth to resources. There are many factors that lead to a student disengaging from learning. However, fostering inclusive communities, intentional connections, and authentic relationships sets the stage for trust and safety, leading to fewer symptoms of anxiety and depression and more student engagement and success. This training reminds us of the importance of being seen and available to our youth. Being in the present moment with our students, attuned to their needs, and listening to learn rather than to solve or fix is essential in helping students build trust and connection. CB: What approaches did the teachers or staff learn from this training? MC: Mental Health First Aiders are taught to observe

ISSAQUAH SCHOOL DISTRICT

changes in behavior and offer a nonjudgmental listening ear. The training teaches us a simple approach that can save lives through “ALGEE” – Approach, Listen, Give reassurance, Encourage professional help, and Encourage self-help! CB: What benefits or impacts will our students get from this training? MC: Foundation-funded professional development like Youth Mental Health First Aid makes a huge difference to the staff and can save lives! In many ways, this training takes some of the pressure off needing to be a mental health specialist. Staff can engage in student conversations, identify risks, and direct students to resources & support. It's a proven fact: One positive, safe adult in a student's life can make all the difference & transform a youth’s mindset! CB: In your opinion, what’s the value and impact of this training? MC: The Mental Health First Aid training outlines a straightforward and highly effective approach to supporting youth who are experiencing emotional distress. Trusted adults aware of and responsive to the signs and signals of Mental Health challenges are proven to save lives. CB: Tell us a little about your position and what you do on a daily basis as a Behavior Specialist teacher. MC: I am the Behavior Specialist at Issaquah School District – Special Services. In my role, I have 6 worked with students from age 3-21 in every District building, including riding school buses. Every day, I work directly with students and staff, spending most of my time in classrooms, hallways, playgrounds, and lunchrooms. In short, I partner with ALL staff around designing and delivering evidence-based interventions (including crisis responding) for students receiving special education services. This is mostly with behavior concerns, mental health, and trauma-related symptoms. I observe firsthand the positive impact that trusting and available adults have on students' mental and behavioral health needs. When we stay curious and meet our students where they’re at, this nurtures resilience and hope, and it helps kids believe they belong and matter!

Youth Mental Health First Aid® training is funded by Issaquah Schools Foundation and is for ALL the Issaquah School District staff. In the 2022-23 academic year, four Foundation-funded training sessions were held district-wide. They included teachers, para-professionals, nurses, and counselors. There was high attendance and praise for the training. The Youth Mental Health First Aid® (YMHFA) training program builds knowledge, skills, and awareness of resources to help support students experiencing mental health challenges, such as anxiety, depression, and eating disorders. Since 1 in 5 youth will experience a mental health challenge, it is crucial that adults know how to recognize, understand, and respond to young people showing signs of mental health or substance use concerns. The Issaquah Schools Foundation provides district staff training sessions in this program with a wonderful YMHFA instructor in our community, Michelle Brode, who is passionate about bolstering kids by supporting the adults around them.

ISSAQUAH SCHOOL DISTRICT

New School Year:

3 Ways to Reset a Student’s IEP and an Opportunity to Enrich Our Schools BY BETSY GRANT ISD PTSA Special Education Network Chairperson special-education@issaquahptsa.org

A new school year is upon us. Hopefully, the summer break provided students and their families with a chance to refresh their energy and face the new school year with renewed enthusiasm. For all students, the new school year is an opportunity to establish new relationships with teachers and staff and set a positive tone for the upcoming year. For students with Individualized Education Plans (IEPs), the new school year is a good time to re-examine targets and re-establish the support needed to provide the student with the best environment to succeed. Here are three suggestions for parents/caregivers of students with an IEP to do near the beginning of the school year: 1 – Check in with your case manager to refresh each other on the goals set in the student’s IEP and the plan to achieve them. 2 – Ask the student’s case manager how any support services or accommodations in the IEP will be implemented for the school year. 3 – If you believe modifications need to be made ahead of your student’s annual review meeting, ask for a meeting with your case manager (and possibly the IEP team) to discuss the suggested change and the process for changing the IEP. Beyond our individual students, there are many opportunities for parents, caregivers, and students to join together to enrich their school community and advocate for thoughtful changes through PTSA. You can support those efforts by joining one or more of the 27 PTAs/PTSAs across the Issaquah School District - https://www.isd411.org/get-involved/ ptsa.

Parent Connect Conference Join local experts and other parents on Saturday, October 14, from 9 AM-12 PM for Parent Connect, an interactive conference on youth mental health & wellbeing. Parent Connect is FREE to attend for Issaquah School District parents and caregivers. The conference offers breakout topics that families may face with their child now or in the future. There will be English and Spanish sessions. Attendees will come away from this event with insights, connections to other parents & caregivers, and a better understanding of the resources available in our community. Check-in opens at 8:45 AM. Conference starts at 9 AM. Light refreshments and snacks will be served. Registration preferred, but not required. REGISTER NOW: https://isfdn.org/events/foundation-events/parent-connect/

Middle School Band, Orchestra, or Choir: Which Should your Child Choose? When you have a 5th grader, it is a good time to start considering which elective course your child could choose in the 6th grade. You might hear of the Middle School Band, Orchestra, and Choir, but you might need clarification about these classes. Also, you might be wondering if music is a good option for your child as the year-long elective if they don’t have any previous experience with an instrument or did not participate in the elementary choir. Cultural Bridges interviewed several Maywood Middle School 8th-grade students who participated in Band, Orchestra, or Choir to share their experiences. We hope this can give parents a better idea about these classes and ease anxiety when choosing an elective course.

Maywood Middle School Band

Lora Doytcheva: I currently play the flute. I have played it for two years, since I was in 6th grade. I joined middle school band with absolutely no prior experience. I didn't even know how to assemble the instrument. I chose playing an instrument as an elective course because I wanted to learn a new skill that would be unique and a challenge to me. Also, learning to play a new instrument really challenges the brain, making it a lot of fun because you learn something new that's completely out of your comfort zone. band class usually begins with a couple of minutes to 6 Our assemble instruments. We talk for a little before starting

our warm-up, which is usually a Choral. After the warmup, we either sight-read a new piece or work on sections of the pieces we are getting ready for an upcoming concert. We end class with a few minutes to pack up and disassemble instruments. During the school year, our band has three major concerts, one every trimester. We also have some special events like playing with the high school marching band, going to festivals with other school district bands, playing at school events, etc. My favorite part about playing the flute is that 99% of the time, the flutes get the melody, meaning we get pretty big parts that can get complex at times, making them really fun to play. My biggest advice to incoming middle schoolers? PRACTICE, PRACTICE, PRACTICE!!! You don't want to end up never practicing because it doesn't benefit the band or yourself. It only makes playing tests more stressful when you know you’re not sure about how to play what you’re being tested on. To make sure you don't end up having that problem, have a time in the day when you can sit down and practice without any distractions, and it has to be outside of school. The one period you get per day is to learn other people's parts, not your own. Emerson Archer: I play the alto saxophone in the band. I started playing this instrument in 5th grade. This year will be my fourth year of playing the alto sax. The reason I chose to play the alto sax is because I thought it looked like a cool instrument to play. So, I started to listen to alto sax music. It sounded really cool, so I decided to try it out. My

ISSAQUAH SCHOOL DISTRICT

favorite part about playing the alto sax is that it has a lot of different styles that you can play, from jazz to concert band to marching band. During our band class, we play our instruments almost daily. Normally, we start the class with warm-ups, and we might play out of the “Essential Elements” book. After that, we work on our concert pieces or just play some songs for fun and practice. Sixth graders will typically play out of the “Essential Elements” book every day, and concert pieces might come out of that book. We have about three concerts a year, and there is also a band festival that is fun. The one suggestion I will give to the incoming or current 6th graders is that band can get challenging towards the middle and end of the year. The songs that you are playing may seem like they are really hard, and sometimes you feel like you are messing things up, but in the end, the concert will always turn out well, and the audience will love the music. So don’t give up, and trust yourself that you can make it to the end.

Maywood Middle School Orchestra

Kendall Baker: I play viola in the middle school orchestra. I have played viola since 5th grade, a few months before middle school started. This is my 4th year. I chose the viola because I wanted to learn a new instrument and thought it sounded nice. Our daily orchestra class is mostly rehearsals, but we do sectionals as well, and there are at least three concerts each year, not including events like orchestra festivals. I really like how the viola fits into the rest of the orchestra and how all the instruments make such cool music. Orchestra is a great class and has an opportunity to improve your abilities. If you are interested in trying a string instrument, just choose an instrument you like and go for it! Sophie Cao: I play violin in the middle school orchestra. I’ve played violin for 3-4 years now and started playing the summer before sixth grade. I chose violin because I always thought it sounded like a lot of fun, especially to be a part of an orchestra and witness the different sounds. In addition, I thought it would be fun to play the melody as opposed to a bass line. During our daily class, we learn lots of new music regularly, but it’s a lot of fun. It takes us a while to tune, but it goes quicker as you get more used to it. We do sectional practices as well as whole-group practices. There are normally three concerts in a school year, and it’s awesome to go back to old videos to see how much you’ve improved. Typically, for each concert, there would be two orchestras: the sixth grade one and the combined seventh/eighthgrade one. Last year, the high school orchestra joined our end-of-year orchestra performance. It is great to listen to older students’ performances. My favorite part of playing this instrument is playing a duet with my friend. It’s always such an adventure to hear how our different parts fit together. Also, during the end of the school year, we’ve done fairy tales with our instruments. Kind of like acting them out, but with a twist!

ISSAQUAH SCHOOL DISTRICT My advice to the new students is don’t be scared to try something new. Instruments can be scary, but if you just try your best and give yourself time, then I’m sure you can succeed.

Maywood Middle School Choir

Anabelle Kiang: I've been in choir since I was in 4th grade. Yes, I joined Apollo Elementary's choir before middle school. However, it got canceled because of Covid-19. I chose choir in middle school because it's a course I did before in elementary school. I felt like I would have more experience and knowledge of what to do in the class because of my previous experience. I wanted to see how middle school was different and how they did things differently. Our daily choir routine depends on the teacher. So far, in my experience, I've had two teachers in choir class, soon to be three. But the class always includes warm-up and singing practice. We will also prepare for concerts and go over concert attire. In a normal school year, there should be three school performances that include all grades of the choir classes. There’s one choir performance for each trimester. There are some performances that are only for certain grades, like the 7th and 8th graders. There are certain festivals that the 7thand 8th-graders go to and perform at. My favorite part of choir is that it is like a big family where you can sing with other people and have fun. One story I can share is that our teacher, Mr. Nguyen, used to use his hands as the numbers during the countdown to get our attention. For example, if he was counting down to 8, he would put his thumb and pointer finger together to form a circle and then put the two circles together, making an 8. He was also just a very fun teacher, and he made us all laugh multiple times, and he always made us feel like we belonged in his class. A suggestion that I give to the upcoming middle school students is that if you’re feeling stuck with your music, ask your teacher for help separately or take your music home and practice. Also, remember to arrive early for choir concerts. It’s better to be early than late. Giana Bressan: I have been in choir since 3rd grade and have done it all three years of middle school. When I was younger, I always loved to sing, and that hobby never stopped. During our daily class, we always stretch in the morning to get our bodies moving. Then we will warm up and, of course, SING! There are three main performances and multiple informal performances throughout the school year. My favorite performance was singing at “The Nutcracker” and getting to audition to sing for the Seattle Mariners. I love getting to connect with everyone in the community; this is my favorite part of choir. I would like to recommend to upcoming middle school singers to not just focus on volume, always focus on technique, and always remember every teacher does it differently.

Zach Gelinas: I have been in choir for three years. One year was in the Apollo Elementary Rocket Choir. This is my 4th year. I chose to continue with choir this year because my 6th-grade choir teacher, Ms. Wood, told me never to stop singing. She significantly boosted my choir “career”! She saw something in me and knew I had great potential. I also love the community and families that connect us singers. Our daily routine begins with a quick briefing given by the teacher about any new or general choir business. Then, we would move on to warm-ups, where we practice various singing exercises to prepare our voices. After that, we spend the rest of class going over the music we will sing for an upcoming performance. We learn our music from sheet music, which we learn and go over elements of music theory. Throughout the school year, there are plenty of performances and events that choir students attend. We have traditional concerts, such as the winter and spring concerts, and events like caroling each year. We once even sang at the “The Nutcracker” intermission, which was an amazing opportunity! My favorite part of choir is the community! It’s magical to hear all parts of the choir sing their “layer of the cake,” let’s call it! We’re all great friends as choir companions. It’s a real treat. Last year, the 7th and 8th grade boys formed our own little choir called “The Maywood Men.” There were only five of us, but it was still fun! While we practiced our songs, the girls decided to do something similar. When the upcoming concert rolled around, the girls sang their song on the stage, and the boys danced backstage. I had so much fun waltzing together with my friends and will never forget the feelings of joy. It was a blast! One suggestion I would make to incoming middle school choir students is to ALWAYS ENCOURAGE YOURSELF! You have an amazing talent in you that can be brought out through singing, so LET IT OUT! I know for myself that attending choir brought out my meaning and purpose through how I belonged and the talent it brought out. Choir is truly a life-changing experience, and I would seriously recommend it!

Did you know that... The Foundation’s Dedicated Fine Arts Fund provided $75,000 in the last three years to add new instruments for the District’s grades 6-12 orchestra and band programs.

Information about Special Education for Culturally Diverse Families

ISSAQUAH SCHOOL DISTRICT

IDEA (Individuals with Disabilities Education Act) is a law that gives all children the right to a “Free and Appropriate Public Education” (FAPE). This includes: • An evaluation paid for by the school • Services to support their learning needs from ages 3-21 • An education in the “Least Restrictive Environment” (LRE). The school must provide the support to enable a student to learn in a regular classroom as much as possible.

BY KARTIK MITHAL, Co-President & JESSICA BRASWELL, Vice President of Parent Education Issaquah Special Education PTSA hello@issaquahspecialeducationptsa.org

If you are new to school in the U.S., you may not know about Special Education. This article has basic information that you can use to help your child. It describes Special Education in the U.S., the Special Services Department in the Issaquah School District, and the Issaquah Special Education PTSA.

What is Special Education?

In the U.S., we recognize that each child is different, and some children need “specially designed instruction” (SDI) or “accommodations.” For a child with a disability, schools might meet specific needs at no cost to the parents. These can include: • Speech-language Services • Occupational Therapy • Physical Therapy • and other related services the child may need. As an example, a student who has difficulty walking can be allowed to use a wheelchair. Their seat in a classroom might be placed to make it easy to get in and out of that wheelchair. Or if a child has been diagnosed with a neurodivergent disorder (e.g., autism, dyslexia, ADHD, etc.), they may be provided services to help them be as successful as their peers. Many special needs that would not be considered disabilities in other countries qualify students for special services in the U.S. There are laws in the U.S. at both the federal level (nationwide) and at the state level (Washington State) that require every student to be provided access to public school and given support to learn equally with their peers. There are two laws at the U.S. federal level, IDEA and Section 504. In Washington State, the law is WAC 392-172A-01035. The State Education Ombuds has information on their website.

Some parents worry that if their student qualifies for special education or receives a diagnosis of a neurodivergent disorder, they will be “labeled” for the rest of their life, which may impact their future, including applying to college or getting a job. This is not correct because it would be discrimination and is against the law in the U.S.. Having a diagnosis will help your student by making it easier to get insurance to cover private services and therapies, help with applying for Developmental Disabilities Administration (DDA) state funding, and help your school design an individual plan or individual accommodations.

IEP vs. 504 plans

An IEP (Individual Education Plan) is often special instruction or services that a student needs to succeed at school. The word “individualized” is very important. The plan should be written with each student’s specific needs in mind so that they can be as successful as their peers. The IEP will be developed in an IEP meeting with a collaborative team that can include the student’s family, the student themselves (if old enough to participate), Special Education Services staff, teachers, and support staff. The family should ask for an interpreter if needed, and the school will provide one. The family may also include in their IEP meetings any other representative they choose, such as an IEP advocate, medical staff, or a legal representative. Always be courteous of the IEP team and notify them who you will bring to the IEP meeting. A 504 plan describes accommodations that will help the student succeed in the classroom but without changing the curriculum itself. Accommodations are often small changes that might include sitting up front near the teacher, taking frequent breaks, or receiving extra time on tests. Again, accommodation does not change the curriculum that the student receives. A 504 plan is chosen when a student is determined to have a disability or if he or she has a physical or cognitive impairment. This impairment or disability must substantially limit one or more major life activities. These activities include things such as walking, seeing, or hearing.

ISSAQUAH SCHOOL DISTRICT It is valuable for the student's family to educate themselves on the student’s rights and common district practices before attending Special Education meetings for the child. https:// www.isd411.org/about-us/regulations/2000-series/2161/2161p is a resource for that.

Special Services Department

The Special Services Department in the Issaquah School district helps students who need special education services, e.g., for an IEP or a 504. There are three departments in the Special Services Department: ECE (Early Childhood Education), Elementary Education, and Secondary Education. In addition, another department provides services for students who have a 504. The reason for the two departments is that the laws for IEPs and 504s are different.

ECE

ECE, or “Early Childhood Education,” is a state-funded early learning program (preschool). It is for children, starting at age 3 and up to 5 years of age, that have or are suspected to have developmental delays or learning difficulties that are outside the average from children of the same age. If your child is already receiving any therapy services, e.g., speech therapy, then your therapy service can help you get in contact with the Issaquah School District. ECE classrooms are currently located at Briarwood Elementary, Discovery Elementary, and Holly Street Early Learning Center. Students with a variety of special needs are served within the ECE classroom setting, along with students who participate in the program as Community Peers. If your student is transitioning from ECE to elementary school with an IEP or 504 plan that has already been developed, you will have a meeting at the end of your student's Pre-K year to discuss and update the IEP for their Kindergarten year. There is an ISD ECE Family Facebook Group that can be found at: https://www.facebook.com/groups/209596650846331, where you can connect with other ECE families.

Case Manager

When a student receives special services, they will be assigned a case manager. The case manager will be your main contact for questions about how the student is doing. Primary Education (Elementary School) When your student enters elementary school (grades Kindergarten-5th grade), you will work with the case manager and the student’s classroom teacher on how they get special services. Remember that no matter what type of support or accommodations your student needs, they are always a General Education student first and a Special Education Student second. Students thrive when given the Least Restrictive Educational Environment (LRE) in a regular (general education) classroom. Secondary Education (Middle and High School) When your student enters middle school and high school, they go from a single classroom teacher to multiple teachers, one for each subject. This changes how the IEP is managed. The

role of the case manager becomes much more important. Students will have a transition meeting from elementary school to middle school, then again from middle school to high school. In the transition meetings, the team from the old school will communicate with the team from the new school about the child’s IEP or 504 plans. Students will also have a meeting where plans are made for them after they leave school.

Issaquah Special Education PTSA

The Issaquah Special Education PTSA (the PTSA) is a districtwide PTSA that covers all the schools in the Issaquah School District. It has built a community to support and empower families and advocate for students with disabilities in the Issaquah School District. It works closely with the Special Services Department. The PTSA serves all students with disabilities or suspected disabilities in the Issaquah School District boundary, including homeschool and private schools. Information is available on its website, Facebook, Instagram, and the ISD 411 newsletter. The PTSA holds two monthly meetings for families called “Parent Power Hour” (PPH), one during the day and one in the evening. Please come to the PPHs to ask questions, listen to other parents, learn, and get support. In addition to these monthly meetings, the PTSA has three membership meetings. The PTSA also attends the membership meetings of other PTSA to provide information about Special Education. Contact us at hello@issaquahspecialeducationptsa.org for any special education-related questions.

Suicide Awareness: LEARN Saves Lives Many of us have confided in others during dark times and vice versa. But it can feel awkward, if not downright frightening, not knowing what to do when a loved one or a peer shows suicide warning signs. In March, ParentWiser invited Amy Paulson, MSW, a UW Forefront Trainer & Forefront in the Schools Coach, to teach our Issaquah School District parents the five simple and effective LEARN® steps. These empower individuals to help others move in the direction of hope, recovery, and survival. These steps have been developed by UW Forefront. “Suicide isn’t always about wanting to die. It’s about wanting to end overwhelming pain.” What Protects against Suicide? • Connections to friends, family, culture, and community • Limited access to lethal methods (e.g., firearms, medications) • Coping and problem-solving skills • Accessible physical and mental health care

FOREFRONT SUICIDE PREVENTION LEARN® SAVES LIVES YOU CAN DO THIS! HELP PREVENT A SUICIDE.

L: LOOK FOR SIGNS • Talking, joking about death, researching ways to die. • Hopelessness, depression, anxiety, significant loss or shame, sleep or appetite issues. • Isolation, withdrawing from friends & favorite activities, decreased work performance. • Increasing use of alcohol or substances; chronic pain; family history of suicide. E: EMPATHIZE & LISTEN • Offer compassion, not advice. Avoid judgment and accept their feelings. • Summarize what you heard: “So, you’re feeling... (alone, hopeless). This sounds overwhelming.” • Acknowledge their suffering, “I can see you’re in a lot of pain. Thank you for telling me.” • Just listen. Those who are really struggling say this helped them the most. A: ASK DIRECTLY • Asking about suicide will NOT plant the idea in someone’s mind. • If you see multiple troubling signs, ask directly about suicide. • Ask calmly, in a straightforward way: “Are you thinking about suicide?” OR “Sometimes when people feel...(alone, hopeless), they think about suicide. Are you thinking about suicide?“ OR “Are you thinking about killing yourself?”

PARENT ED

R: REDUCE THE DANGERS • If they say yes, ask, “Do you have a plan?” • If they say yes, ask, “Do you have a way to carry out your plan?” • Putting time & distance between someone at risk for suicide & lethal means can save a life. • Remove or lock up firearms and medications. In crisis, lock up belts, ropes, knives, and chemicals. • Report concerning posts on social media. Support on social media can be found at https:// suicidepreventionlifeline.org/help-someone-else/ safety-and-support-on-social-media/ N: NEXT STEPS • Together, call the National Suicide Prevention Lifeline or other resources below. • If they don’t agree to stay safe, stay with them as long as it is safe for you. • Some community members aren’t comfortable calling 911. You can call a faith leader, elder, trusted friend, or family member. Call 911 only in an emergency or as a last resort. To listen to the full-length lecture, please check https:// parentwiser.org. Visit intheforefront.org or email ffront@uw.edu for more information regarding suicide prevention.

Amy Paulson’s passion is to inspire and equip others in the areas of mental health, parenting support, and leadership development. She currently serves as a Forefront in The Schools Program Specialist, Coach, and Community Trainer. Her background includes 20+years of creating and facilitating parent education programs, crisis intervention, high school and higher education mental health support in educational settings, community organizations, and in the corporate arena. Amy received her MSW from the University of Washington School of Social Work and is a Certified Professional Coach.

UW Forefront’s Mission:

Forefront Suicide Prevention is a Center of Excellence at the University of Washington. Our mission is to help people take action to prevent suicide in their communities. Suicide Prevention Lifeline 800.273.8255 For Veterans Press 1 For Spanish Press 2 Crisis Text Line text ‘HEAL’ to 741741 Washington Listens 833.681.0211 Recovery Helpline 866.789.1511 Trans Lifeline 877.565.8860 Trevor Project - LGBTQ 866.488.7386 or text ‘START’ to 678678

Creekside

CALENDAR

Oct. 13-20: Otterthon Oct. 27: Halloween Bash Dec. 14: PTSA General Meeting, 8AM

Discovery

ALL SCHOOLS

Oct. 23: Teacher Work Day, No school for students Nov. 10: Veterans Day Observance, No school for students or staff Nov. 22-24: Thanksgiving holiday, No school for students or staff Dec. 18-Jan. 1: First Winter Break, No school for students or staff

ELEMENTARY SCHOOLS Nov. 8-9: Elementary Conferences, No school for students

Apollo

Oct. 6: Pumpkin Patch Festival - Infinity Farm Oct. 12-26: Fall Rocket Fuel Fundraiser Oct. 13: Fall Popcorn Friday Oct. 19: Vision & Hearing Screening Oct. 25: Reflections Entries Due Day Oct. 30-Nov. 3: Fall Scholastic Book Fair Nov. 7: Picture Re-Take Day Nov. 17: Reflections Reception 6PM - 7PM Dec. 8: Winterfest, 6PM – 8PM

Briarwood

Oct. 6: PTA Membership Drive Ends Oct. 12: Picture Re-Take Day Oct. 13: Family Pumpkin Night – Fletcher Farm Oct. 20: Popcorn Friday Nov. 1: Read-a-Thon Kickoff Nov. 14: PTA General Meeting, 6:30PM Nov. 15: Read-a-Thon Ends Nov. 16: PTA Staff Appreciation Lunch Nov. 17: Popcorn Friday Dec. 5-8: Book Fair Dec. 15: Popcorn Friday

Oct. 5: Community Connections with Kathy, 9:20AM – 10:30AM Oct. 26: Vision and Hearing Screening Oct. 27: Trick or Treat Trail, 6PM Nov. 2: Picture Re-Take Day

Endeavour

Oct. 6: Popcorn Friday Oct. 13: Fall Fundraiser: Jag-A-Thon Nov. 3: Popcorn Friday Nov. 7-9: Book Fair Nov. 28: PTSA Membership Meeting, 7PM Dec. 1: Popcorn Friday Nov. 6-9: Scholastic Book Fair

Issaquah Valley

Pacific Cascade

Grand Ridge

Nov. 14: PTA General Meeting, 7PM

Maple Hills

Oct. 6: Donuts with Dads Oct. 10: Author Visit Oct. 20: Reflections Art, 6PM Oct. 24: Vision & Hearing Screening Oct. 24: PTA General Meeting, 6PM Nov. 2: Picture Re-Take Day Nov. 13-17: Fall Book Fair

Newcastle

Oct. 12: Picture Day Oct. 27: Fall Festival Nov. 14: Picture Re-Take Day Nov. 14: PTSA General Meeting, 6:30PM Nov. 17: Community Coffee Talk with Dr. Wood, 9:30 AM – 10:30 AM

Sunny Hills

Clark

Oct. 2-23: Read-A-Thon Oct. 7-8: Salmon Days Fundraiser Oct. 12: Staff Appreciation Lunch Oct. 24-27: Book Fair Oct. 27: Trunk or Treat Nov. 16: Staff Appreciation Dec. 8: Gingerbread Night Dec. 14: Staff Appreciation Lunch

Cougar Ridge

Oct. 12: Vision & Hearing Screening Oct. 27: Picture Re-Take Day Oct. 27: Spooky Spaghetti, 6PM – 8PM

Oct. 6: ASB Fundraiser Kickoff Oct. 13: Picture Re-Take Day Oct. 19: 7th Grade Hearing & Vision Screening

HIGH SCHOOLS Oct. 31: First Quarter Ends

Gibson Ek

Nov. 6: Picture Re-Take Day

Issaquah

Beaver Lake

Liberty

Sunset

Oct. 6: Popcorn Friday, 11AM Oct. 10: PTA General Meeting, 7PM Oct. 13: Glow-Party, 6PM Nov. 3: Popcorn Friday, 11AM Nov. 7: Picture Re-take Nov. 14: PTA General Meeting Nov. 16: Festival of Cultures, 6PM Dec. 1: Popcorn Friday

Pine Lake

Oct. 10: Mid-Trimester 1 Oct. 26: Middle School Cross Country Finals, 3:30pm @ Beaver Lake Park Nov. 28: Frist Trimester Ends Dec. 1: Grading Day, Half Day (Early Dismissal @10:55AM)

Cedar Trails

Challenger

Oct. 12: Vision & Hearing Testing, 7th Grade Only Oct. 24: PTSA General Meeting, 1PM Nov. 1: Picture Re-take Day Dec. 7-8: Fall Play, 7PM Dec. 11: Winter Music Concert, 7PM

Oct. 3: IHS College and Career, 6:30PM Oct. 4: PTSA Staff Appreciation Breakfast Oct. 5: New Family Connections Hike, 10AM Oct. 6: 2nd Home Football Game – versus Bothell, 7PM Oct. 7-8: Salmon Days Parking Fundraiser Oct. 10: Boosters General Meeting, 6PM Oct. 11: IHS Clubs Fair Oct. 13: PTSA Grant Application Due Oct. 17: IH PTSA Hybrid Membership Meeting, 7PM Oct. 20: Blood Drive Oct. 20: 3rd Home Football Game – Skyline Nov. 1: PTSA Staff Appreciation Breakfast Nov. 1: Reflections Theme Search Due Nov. 6: Reflections Art Entries Due Nov. 7: Veterans Day Assembly Nov. 14: Boosters General Meeting, 6PM Nov. 17: IH PTSA Hybrid Membership Meeting, 11AM Nov. 20: Winter Sports Night Dec. 6: PTSA Staff Appreciation Breakfast Dec. 12: Winterfest Assembly Dec. 12: Boosters General Meeting, 6PM

Oct. 10: PTSA General Meeting, 6PM Oct. 16: Site Council, 4PM Oct. 20: Community Connection W/ Principal Sehlin, 9:30AM Oct. 28: Trunk-Or-Treat, 4:30PM – 6:30PM Nov. 17: Movie Night Dec. 8: Winterfest, 5PM – 7PM Oct. 4: Den Dash Turn-In Day Oct. 6: Den Dash Fun Run Oct. 17: MOD Pizza Fundraiser Oct. 19: PTSA General Meeting, 6:30PM Oct. 20: Popcorn Friday Nov. 17: Popcorn Friday

Maywood

Oct. 19: PTSA General Meeting, 6PM Oct. 26: Vision & Hearing Screening, 7th grade Nov. 7-9: PTSA Fall Book Fair Nov. 8: Orchestra Concert, 6:30PM @ Liberty HS Nov. 9: Picture Re-Take Day Dec. 13: Staff Appreciation Cookie Exchange

Oct. 4: Vision & Hearing Screening Oct. 10: PTA General Meeting, 6:30PM – 8PM Oct. 11-13: Fall Scholastic Book Fair Oct. 17: Picture Day Oct. 17: Cultural Night Family Event Oct. 20: Reflections art submissions due Nov. 9: Yearbook Cover Contest Deadline Nov. 16: Picture Re-Take Day Dec. 2: Math Challenge Tournament

Cascade Ridge

Nov. 14: Fire Drill with Evacuation, 10:45AM Nov. 15: PTSA General Membership Meeting Nov. 16: 7/8 Orchestra Concert Nov. 17: Java w/ JZ, 10AM – 11AM Nov. 27: WEB-tivity After School Nov. 30: 7/8 Band Concert Dec. 5: Beginning Band & Orchestra Concert, 6:30PM Dec. 6: Full Lock Down Drill, 10:20AM Dec. 7: Chorus Concert, 6:30PM Dec. 8: 8th Grade Class Picture Dec. 11-15: Spirit Week Dec. 11: WEB-tivity After School Dec. 15: PM Assembly Dec. 15: Java w/ JZ, 10AM – 11AM

Oct. 2-6: Fall Book Fair Nov. 1: New Families to Sunset, 5PM – 6PM

MIDDLE SCHOOLS

Oct. 11: Coffee with Kathryn, 10AM on Zoom Nov. 2: Orchestra Concert, 7PM Nov. 7: Choir Concert, 7PM Nov. 16: Trimester One Art Exhibition Dec. 6: Coffee with Kathryn, 10:30 AM on Zoom Dec. 7: Band Concert, 7PM

Cougar Mountain

Oct. 20: Picture Re-Take Day

Issaquah

Oct. 7-8: Salmon Days PTSA Parking Lot Fundraiser Oct. 10: Chorus Concert, 6:30PM Oct. 13: Picture Re-Take Day Oct. 16: NJHS Meeting after school Oct. 16-17: Vision and Hearing Screening Days Oct. 19: Earthquake Drill, 8:15AM Oct. 27: Spooky Bingo Sponsored by IMPTSA Oct. 27: Java w/ JZ, 10AM - 11AM Oct. 30: WEB-tivity After School

Oct. 6: Picture Re-Take Day Oct. 17: PTSA General Meeting, 6:30PM Oct. 21: Homecoming Dance, 7PM Nov. 3: Reflections Entries Due

Skyline

Oct. 12: Picture Re-Take Day Oct. 14: Homecoming Dance, 7PM

ISD Family Events

CALENDAR

The District's Family Partnership organizes these events in collaboration with Cultural Bridges. All families with students in the District are welcome to attend. All sessions are in English, Spanish, and Mandarin. Interpreters in other languages are available upon request. If you need an interpreter in another language, contact Lorna Gilmour at: gilmourl@issaquah.wednet.edu. If you would like to participate in helping at any of these events, contact Laura Ni at: laura@isfdn.org.

Cultural Events Croatianfest October 1: 12pm-6pm at Seattle Center [305 Harrison St, Street WA]

For more information, visit: https://www.isd411.org/programsservices/equity/parent-events-and-workshops

The festival presents Croatian culture through music and dance performances by the finest Croatian musicians, singers, and dance ensembles from the Pacific Northwest, Canada, and beyond.

OCTOBER Tips for Parent-Teacher Conferences (Elementary School ONLY – Grade K-5)

Turkfest October 14-15: 11am-6pm at Seattle Center [305 Harrison St, Street WA]

October 11th from 6:30 p.m. to 8:30 p.m. Zoom Tips to make the most of the Parent-Teacher conferences (meeting) in November. Suggestions of questions to ask and how to prepare for the meeting.

Family Connections Question and Answer Session

October 18th - Two sessions - 10:30 a.m. to 11:30 a.m. and 7:00 to 8:00 p.m. In Person Formal presentation provided. Family Partnership staff help connect families with information on how to navigate schools and who to ask for help with specific school requests. Space for parents to ask questions about the school – who to contact, policies, procedures, how to navigate, etc.

NOVEMBER Financial Aid Information Night (For College or Post High School Education)

November 29th – 6:30 p.m. to 8:00 p.m. Zoom Staff will review the forms and procedures for students to apply for financial aid to attend college/technical school post-graduation. The presentation will include information about WASFA, FASFA, deadlines, and timelines.

DECEMBER Family Connections Question and Answer Session

December 7th – Two sessions – 10:30 a.m. to 11:30 a.m. and 7:00 to 8:00 p.m. on Zoom No formal presentation provided. Family Partnership staff help connect families with information on how to navigate schools and who to ask for help with specific school requests. Space for parents to ask questions about the school – who to contact, policies, procedures, how to navigate, etc.

JANUARY Help Session to Complete College Financial Aid Forms

January 10th from 6:30 to 8:30 p.m. at ISD Administration Office 5150 220th Ave SE, Issaquah January 11th from 6:30 to 8:30 p.m. at Liberty High School Topics will include high school credits, graduation requirements, high school opportunities, general information about course selection, and programs such as AP, IB, and Running Start.

5th-Grade Transition to Middle School information night for families new to the U.S.

January 24th from 6:30 to 8:30 p.m. on Zoom Course selection information, elective class options such as orchestra and choir, PE/Health classes, sports, clubs, health/immunization, costs/fees, and supplies.

Turkfest is an annual cultural festival in Seattle whose mission is to foster friendship, highlight the diversity and richness of Turkish culture and Turkish-speaking countries, and cooperate throughout the greater community by organizing educational, entertaining, and engaging cultural programs that celebrate Turkish and Turkic cultures and heritage.

Día de Muertos Festival Seattle October 28-29: 11am-6pm at Seattle Center [305 Harrison St, Street WA]

Honoring the departed in a celebration steeped in ritual and tradition through elaborate community altars, sugar skull making, processions, and festive music. Día de Muertos dates back prior to the arrival of the Spaniards in the Americas. Historians say it could be as old as 2,000 years old, among different civilizations, from Aztecs to Toltec.

Seattle Hmong New Year November 4 at Seattle Center [305 Harrison St, Street WA]

Marking the end of the harvest season and the coming of the new year for this deeply rooted Asian highland culture with ornate clothing, traditional dances, visual arts, and ball-tossing competitions.

Day of the Dead Celebration in Issaquah November 5: 3pm-6pm at Issaquah Community Center [301 Rainier Blvd, Issaquah, WA]

Enjoy with your family making art, eating delicious food, seeing traditional musicians and dancers, and learning about the culture of your neighbors. Most of the organizers of this event are Issaquah School District families.

Diwali: Lights of India November 11: 12pm-6pm at Seattle Center [305 Harrison St, Street WA]

Inspiring a day of joyful celebration that marks the Indian festival of light with art workshops, succulent foods, henna tattooing, folk dancing, and more.

Do you have little ones, and you are looking for activities to do with them? The Family Story Time at the Issaquah Library [10 W Sunset Way, Issaquah. WA 98027] Every Friday from 1 p.m. to 2 p.m., enjoy stories, music, movement, and rhymes that develop your child’s early literacy skills. This is for kids ages 3 to 5 years old. Registration not required. Space is limited. Contact Ms. Ann (425) 392 5430 or crewdson@kcls.org.

Cultural Bridges Magazine

Published its FIRST issue in December 2015 in English and Spanish. We now have published 25 quarterly issues and 7 year-long Family Guides in EIGHT different languages.

Thank you for Your Support! Cultural Bridges will continue to serve Issaquah School District families and provide navigation support to increase parent engagement and lead to greater student success. https://isfdn.org/cultural-bridges-magazine/

PARENT ED

Understanding Eating Disorders What do you know about eating disorders? Experts say that eating disorders in teens have exploded since the pandemic. Myths and misconceptions abound about these complex medical and psychiatric illnesses. Not always originating from body dysmorphia, they are linked with high achievement. They are a type of coping mechanism for stress, anxiety, and a loss of control over one’s life. All genders, racial and socio-economic backgrounds are impacted. Eating disorders have the highest mortality rate of any psychiatric illness, but recovery chances increase with early detection. ParentWiser invited Martha Stanojevich, LICSW from the Eating Recovery Center in Bellevue, to help Issaquah School District parents and students understand causes, how to recognize signs and symptoms, and how parents and counselors can support students who may be struggling.

Nine Truths About Eating Disorders

Truth #1: Many people with eating disorders look healthy yet may be extremely ill. Truth #2: Families are not to blame and can be the patients’ and providers’ best allies in treatment. Truth #3: An eating disorder diagnosis is a health crisis that disrupts personal and family functioning. Truth #4: Eating disorders are not choices but serious biologically influenced illnesses. Truth #5: Eating disorders affect people of all genders, ages, races, ethnicities, body shapes and weights, sexual orientations, and socioeconomic statuses. Truth #6: Eating disorders increase the risk of both suicide and medical complications. Truth #7: Genes and environment play important roles in the development of eating disorders. Truth #8: Genes alone do not predict who will develop eating disorders. Truth #9: Full recovery from an eating disorder is possible. Early detection and intervention are important. Eating disorders are complicated biopsychosocial disorders. Many eating disorder patients are very high-functioning, perfectionistic, high-achieving people. Because these patients are bright and generally successful, it’s hard to see them having mental illness. They may be

seeing, thinking, hearing, or feeling things that may not have much basis in reality. Eating disorder patients have distorted/delusional thoughts regarding their size and shape, food, fat, exercise, self, and others.

Different types of eating disorder:

Anorexia Nervosa • Restriction of energy intake relative to requirements leading to a significantly low body weight in the context of age, sex, developmental trajectory, and physical health. • Intense fear of gaining weight or becoming fat, or persistent behavior that interferes with weight gain, even at a significantly low weight. • Disturbance in how one’s body weight or shape is experienced, undue influence of body weight or shape on self-evaluation, or persistent lack of recognition of the seriousness of the current low body weight. • Subtypes: Restricting & Bingeeating/purging Bulimia Nervosa • Recurrent episodes of binge eating (objective binge eating). An episode of binge eating is characterized by both of the following: Eating in a discrete period (e.g., within any 2-hour period) an amount of food that is larger than what most individuals would eat in a similar period under similar circumstances; A sense of lack of control with overeating during the episode • Recurrent inappropriate compensatory behaviors to prevent weight gain, such as self-induced vomiting, misuse of laxatives, diuretics, or other medications, or excessive exercise • The binge eating and inappropriate compensatory behaviors both occur, on average, at least once a week for 3 months Binge Eating Disorder (Subjective Binge) • Recurrent episodes of binge eating. An episode of binge eating is characterized by both of the following: Eating in a discrete period (e.g., within any 2-hour period) an amount of food that is larger than what most people

•

would eat in a similar period under similar circumstances, or a sense of lack of control with overeating during the episodes. The binge-eating episodes are associated with three (or more) of the following: Eating much more rapidly than normal or eating until feeling uncomfortably full; Eating large amounts of food when not feeling physically hungry; Eating alone because of feeling embarrassed by how much one is eating or feeling disgusted with oneself, depressed, or very guilty afterward The binge eating occurs, on average, at least once a week for 3 months

Avoidant Restrictive Food Intake Disorder • An eating or feeding disturbance (e.g., apparent lack of interest in eating or food; avoidance based on the sensory characteristics of food; concern about aversive consequences of eating), as manifested by persistent failure to meet appropriate nutritional and/ or energy needs associated with one (or more) of the following: Significant weight loss (or failure to achieve expected weight gain or faltering growth in children); Significant nutritional deficiency or Dependence on enteral feeding; oral nutritional supplements; Marked interference with psychological functioning. Other Specified Feeding and Eating Disorders • This applies to presentations in which symptoms characteristic of a feeding and eating disorder that cause clinically significant distress or impairment in social, occupational, or other important areas of functioning predominate but do not meet the full criteria for any of the other disorders: Atypical Anorexia Nervosa; Bulimia Nervosa (of low frequency and/or limited duration); Bingeeating Disorder (of low frequency and/or limited duration), etc.

PARENT ED Other Eating Disorders • Pica (eating non-nutritive substances), Rumination (people throw up and then swallow it back down), and Orthorexia (an obsession with healthy clean eating)

Disordered Eating VS Eating Disorders • •

•

Eating disorders are serious psychiatric illnesses that have a high mortality rate. They have very specific criteria for what constitutes an eating disorder. Disordered eating can still be distressing! It is behavior that falls outside of what is typical but does not rise to the level of a psychiatric illness. Common disordered behaviors that we might see: Orthorexic tendencies around certain food groups- gluten, carbs; Rigidity about food behaviors- “I can only eat at a certain time” or “I can only eat X food if I went to the gym.”; Certain diets are taken to the extreme Certain diets can be taken to an extreme, and disordered eating could move into an eating disorder territory.

Helpful Tips for Adolescents •

•

Create a culture of body positivity! Kids often get messages about how bodies should look and what a good body is or isn’t. At home, parents can try to create a culture of body positivity or body neutrality for their kids because they’re looking to you to model the behavior. Ditch diet culture. Many parents were raised in diet culture themselves. Try to take a step back and think about what you want for your kids, how you want them to grow up, and what you want them to be able to see as important. Media literacy. Have an open dialogue to talk about which social media needs to be ditched or blocked, which social media triggers the eating disorder behavior, what is realistic, etc. Modeling a healthy relationship with food and body: All foods fit; Not discussing your child’s body size; Not discussing others’ bodies with your child (including your own!)

If the parents or students suspect an eating disorder, call Eating Recovery Center Admissions line: 877-825-8584. Their team can go over the options that you have to help you or your loved one. To listen to the full presentation and learn about Q&A, please check https://parentwiser.org. For more information on Eating Recovery Center and Pathlight Mood & Anxiety Center, visit www.eatingrecovery.com and www. pathlightbh.com.

Treatment options provided by Eating Recovery Center RESIDENTIAL • • • •

24/7 nursing care Meal support at every meal and snack. Treatment team consists of a psychiatrist, a Registered Dietitian, and a primary therapist. Family-based therapy model- parents are heavily involved in treatment.

PARTIAL HOSPITALIZATION PROGRAM (PHP) • • • •

A full day of programming, but patients go home at night. 7 days per week, with shortened hours on the weekend to practice skills with family. Meal support at every meal and snack in programming. Treatment team consists of a psychiatrist, a Registered Dietitian, and a primary therapist.

INTENSIVE OUTPATIENT (IOP) • • • • •

Meets three afternoons per week for three hours. Groups provided by a therapist and a Registered Dietitian. Dinner is provided, and meal support is given for the meal. Therapists meet weekly with family for therapy. Registered Dietitians meet every other week for a nutrition session.

OUTPATIENT • • •

Usually, once-per-week sessions with providers in the community. We recommend finding providers who specialize in treating eating disorders. An outpatient team can consist of a therapist, a Registered Dietitian, a psychiatrist, and a primary care provider.

The PTA Reflections Program Shines a Light on Local Student Artist BY ANGIE WARREN Issaquah PTSA Council Reflections Co-Chair reflections@issaquahptsa.org

ISSAQUAH SCHOOL DISTRICT

of the theme. The judges also look at how skilled each artist is with their chosen medium in an age and gradeappropriate way and how creatively their concept is presented. In January, the Issaquah PTSA Council hosts a reception for the community to celebrate all the artists who advanced to the District Program and recognize those who will go on to the Washington State PTA Reflections Program. It’s a lively evening for all to walk through the gallery of art created by our students. There are music compositions to listen to, dances on film to watch, prose and poems to read, and more than 100 works of art on display. Each year, the superintendent selects pieces to add to the Issaquah School District art collection displayed in the halls of the Central Administration Building. If you are in the neighborhood, stop by and tour the hallway near the conference rooms to see many of the Reflections honorees from past years.

Just like Issaquah School District student-athletes have games, matches, and meets, our student-artists have the National PTA Reflections Program. The National PTA has a history of commitment to arts education. The Reflections program provides opportunities for recognition of student artists. Access to the arts for all students boosts confidence and supports future success in the arts and life. Each year, more than 30,000 students in grades Pre-K through 12 create original works of art in response to a student-selected theme. For over 50 years, this program has been helping students explore their thoughts, feelings, and ideas, develop artistic literacy, increase confidence, and find a love for the arts.

Celebrating the arts and our student artists is a wonderful way to build community and support arts education in our schools. Studies show cultivating creativity from art expression is key to success in school and in life. Encouraging our students to continue to explore the arts will enhance our community in many valuable ways. I Am Hopeful Because … the Issaquah School District is full of student artists willing to share their love of art with the community through the Reflections Program. For more information about the Reflections Program at your school, please contact your PTA President.

Each autumn, the Issaquah PTSA Council hosts this national program locally. The Council supports the 27 schools within our district to host their own Reflections Program within each school. The schools submit to the District Council a subset of artwork in the categories of Film Production, Music Composition, Visual Arts, Dance Choreography, Literature, and Photography. The theme for Reflections this year is “I am Hopeful Because…” Students reflect on what the theme means to them and include an artist’s statement with each work of art submitted. These reflections on the theme are very important in demonstrating that the student has created an original expression of their ideas. It isn’t just the name; it is a focus of the judging process. The largest percentage of the score is attributed to the student’s interpretation

RESOURCES

Talking with your teen about substance use Kids want to hear from you

When teens know that their parents don't want them to drink or use other substances, they are 50% less likely to use. Here are some ways to start the conversation. •

Observed worrisome behavior? Say: “I’ve noticed that . . . ”

•

Something happening in the news or on social media? Say: “Have you heard about . . .”

•

Picking them up from school or a sports practice? Ask: “Have your friends ever talked about . . . ”

•

Is your child heading for a party, event, or just hanging out? Say: “Before you go, let's make a plan in case there are substances . . .”

•

And the all-purpose, “Did you know. . .”

63% of teens know how their parents feel about teen alcohol use. Be clear about what you expect

End the conversation with expressions of expectation and caring. “I don’t want you to use or abuse alcohol or other drugs because . . .”

• • • • •

I love you I want you to stay alive I want you to be healthy I don't want you to become dependent I want you to be happy, just the way you are

RESOURCES

Are you new to the area? Do you need help? Do you have questions about… Last year, our community gained a new nonprofit, The CIRCLE! The CIRCLE offers Community Navigation services to ensure individuals and families have access to basic services like food, rent, utilities, internet, phone, clothing, and home assistance. We also help them get childcare, medical and legal services, and many other resources. Every week, we welcome new families to our community and answer all their questions. We offer cultural events and educational activities such as English classes for adults.

Contact us via text or call: 425 295 4024. To see our calendar of events and activities, visit: https://www.thecircle-wa.org/ We speak your language. We are your neighbors. We are here for you!

• • • • • • • • • • • • • • • • • •

Open Monday - Friday, 3:00 - 7:00 p.m. 235 1st Ave SE, Issaquah, WA 98027 The Garage is a safe space for teens to hang out with friends, get a coffee and a snack, play a game, play music, watch TV, and much more. All food, events, & activities are free! Teens plan all Garage events & activities with guidance from staff. From Open Mic Nights to Movie Marathons, you choose!

Food Assistance Rent Assistance Utility Assistance Internet and Phone Assistance Clothing and Home Item Assistance Childcare Medical Services Legal Services Domestic Violence Mental Health Services Starting a Business Bus and Transportation English Classes Cultural Events Help During the Holidays Recreational Classes for Children and Teens Volunteer Opportunities Many other!

In addition to student-led events and activities, they also have free Counseling and Case Management Services. Ways to Support Teens at the Garage! Donate on our website www.issaquahteencafe.org Bring a snack or treat - 235 1st Ave SE, Issaquah, WA 98027 Donate art, school, or sport supplies 235 1st Ave SE, Issaquah, WA 98027 Thank you for investing in our teens!

issaquahteencafe.org

ParentWiser brings the latest research and educational information into the homes of our student families to support parents in raising thriving individuals. We are made possible by a partnership with the Issaquah School District PTSA and Issaquah Schools Foundation.

2023-2024 EVENTS 10/3 at 6pm

Virtual Phyllis L Fagell, LCPC Middle School Matters

11/6 at 7pm

Virtual Lisa L Lewis, MS The Importance of Sleep

2/7 at 7pm

In-Person Cynthia Clumeck Muchnick, M.A. The Parent Compass: Practical Steps to Navigate the Adolescent Years

1/16 at 7pm

In-Person Jenni Pertuset Relieving Frustration

3/7 at 6pm

Virtual Terri Bacow, Ph.D Goodbye, Anxiety

Cultural Bridges Number 25, English Version

Articles inside

Suicide Awareness: LEARN Saves Lives

The Issaquah Food & Clothing Bank

Middle School Band, Orchestra, or Choir: Which Should your Child Choose?

Information about Special Education for Culturally Diverse Families

Supporting Mental Health in our Schools Youth Mental Health First Aid Training

The PTA Reflections Program Shines a Light on Local Student Artist

Family Events & Cultural Events

Parent Connect Conference

The PTA Reflections Program Shines a Light on Local Student Artist