Portland Parent Magazine March+April 2020

Page 1

March+April 2020

Visit us at itsyourmagazine.com

Think globally and learn locally!

Creating and Inspiring Champions of Sustainable Forestry

Visit www.worldforestry.org

March+April 2020


5 18 38

Real Estate Insights: 20 Questions to Ask When Buying a Condo, and AgentAssisted Homes Sell for More Than Homes Sold by Owners

Cultural Spotlight: Holiday Traditions Around the World


International Baccalaureate Parent Testimonial

The Walking Dead Parent: 9 Ways to Promptly Pay Off Your Sleep Debts


Secrets to Throwing an Epic Birthday That’s Easy on the Coffer



5 14 16 18 19 22 26 32 32

Building Up STEAM 35 Easy Ideas to Try at Home

Civics Spotlight—We the Civics Kids The Bill of Rights

Family Chatter ���������������������������������������������������������������������46 That’s Good to Know! �������������������������������������������������������48 Show Her You Care, Show Him You Care �������49-50 Teach Your Kids Something New! �������������������������������52 Snacks—Recipes for Tasty Get-togethers ��������������54 Crafts—Get Creative with Your Kids ��������������������������58 Book Reviews and Activities �����������������������������������������59

Special Needs Spotlight The ABCs of IEPs


Spring Has Sprung It’s Time for a Celebration


Non-Profit Spotlight The Lifelong Impact of Summer Tennis


What is the IB And How Does It Help My Child

Spark up some lively conversation with your kids. Take the FamilyChatter Challenge.


Teen Talk Helpful Advice from One Teen to Another

Get to know the people, places, and things that make your town special Seasonal | The Arts ����������������������������������������������������������62 Runs, Walks, & More ���������������������������������������������������������63 Sounds Fun ��������������������������������������������������������������������������64 Reoccurring Local ��������������������������������������������������������������65

parent Emerald Coast

Editorial Director Tasha Williams info@itsyourmagazine.com Subject Line: Editorial Snacks & Crafts Coordinator Carol Eide info@itsyourmagazine.com Subject Line: Snacks and Crafts Contributing Authors Janeen Lewis Christina Katz Cheryl Maguire Diane Wiscarson Pam Molnar Shannon Wade Henley Betsy Tait Katy M. Clark Sarah Lyons Fred Barnet Calendar of Events and Resource Guide Suzanne Bratton info@itsyourmagazine.com Subject Line: Calendar Proofreader Jennifer Cullis

In everything we do, we believe in inspiring families to live, laugh, love and enjoy life—TOGETHER! TA S H A




MS Publisher Nathan Wilson nathanwilson@itsyourmagazine.com Phone: 503-710-1720 Social Media Manager Lexy Cruz lexycruz@itsyourmagazine.com Creative Director Rob Williams robwilliams@itsyourmagazine.com Would you like to write for Emerald Coast Parent? Please contact our editorial director with your request. A submission does not guarantee publication. We reserve the right to edit all submissions. © 2019 It’s Your Magazine. All rights reserved. Emerald Coast Parent content may not be used or reproduced or transmitted in any form or by any means, including photocopy, without the express written permission of the publisher. Emerald Coast Parent is not responsible for the loss of or damage to unsolicited manuscripts, unsolicited artwork or any other unsolicited material. Unsolicited material will not be returned. It’s Your Magazine and its affiliates, contributors, writers, editors, publisher and designers accept no responsibility for errors or omissions with information and/or advertisements contained herein. It’s Your Magazine’s liability in the event of an error is limited to a printed correction. It’s Your Magazine does not assume liability for products or services advertised herein and assumes no responsibility for claims made by the advertisers.

4 •  March+April 2020 • PP Parent Magazine

BUILDING UP 35 Easy Ideas to Try at Home By Janeen Lewis

STEAM (Science, Technology Engineering, Arts and Math) has grown in popularity in recent years as a way to educate children for the 21st century. STEAM programs have been adopted in many schools, and the future will include STEAM-related jobs. Foster a love of STEAM at home with these fun, active and easy ideas.


SCIENCE Children are naturally inquisitive, and curiosity is the backbone of science discovery. Here are some easy ways to inspire kids to dive into science.

• Give children a scientific start. Use scientific words and make exploring a part of everyday life.

• Welcome questions such as “Why is the sky blue?” Questioning is the first step of the scientific method.

• Encourage household problem-solving. Bread dough that doesn’t rise, an inside door that sticks in winter, or an insect infestation in the garden are gateways to hypotheses, experiments, and answers.

ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 5

TECHNOLOGY Most parents set screen-time boundaries. But kids love devices, and future jobs will require skills in technology. Embrace screen benefits that build technology skills.

• Make the computer your friend. Teach your child how to

do research, make brochures for school projects, and use spreadsheets for chores and allowance. When you take a family trip, let your child research places to visit. Start coding early. Check out code.org for fun ways kids can code online or without technology. Other coding sites to try are Codeacademy, Kodable, Lightbot, Scratch, and Tynker.

• • Create a kitchen science lab with common ingredients.

Make homemade ice cream in a Ziploc bag, make butter out of heavy cream in a mason jar, or grow geodes in eggshells. Have a blast—literally! Many safe experiments involve things that erupt. Make a papier mâché baking soda and vinegar volcano. Go outside and drop a pack of Mentos in a 2-liter soda or launch a bottle rocket. Discuss the science behind the blast. Grow a garden. Start seedlings from kitchen vegetable seeds or trimmings. Relate science to hobbies. Learn the physics behind the fastball or discuss how a gymnast balances on a beam.

• • •


Introduce Raspberry Pi. Kids can use this card-sized single-board computer for basic programming.


• Let them make a stop-motion video. Apps to try: Lego Movie Maker, Stop Motion Studio, Lapse It, iStopMotion, and Clayframes. Use digital tools to help with schoolwork. Try Dictionary. com, Thesaurus.com, and khanacademy.com. Explore study aid apps such as Tinycards, and use apps myHomework and My GradeBook.


Start coding early. Check out code.org for fun ways kids can code online or without technology. Other coding sites to try are Codeacademy, Kodable, Lightbot, Scratch, and Tynker.

ENGINEERING Does your child love Lego blocks or Minecraft? Does she want to take apart the toaster or fix the cell phone when it breaks? Here are some ways to encourage a budding engineer.

• Teach kids the Engineering Design Process. Check out a kid-friendly version at teachengineering.com. • Let them join a Lego robotics club. • Keep building supplies on hand. Try Legos, wooden blocks,

K’nex, Lincoln Logs, Tinker Toys, and Duplo bricks. Also keep recyclables like cardboard, paper towel tubes, and cereal boxes. There are even edible options like cheese, grapes, and marshmallows. Pair one of these with toothpicks or pretzels for building. Encourage children to complete tower-building challenges. One fun and easy way to do this is with notecards or old playing cards and no other materials. Kids can only fold the cards—no ripping or cutting.

Continued on page 8 ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 7

• Create catapults. Some materials to try: popsicle sticks, spoons, drink lids, rubber bands, and pom poms. • Build a Rube Goldberg Machine™ out of household mate-

rials. This machine is intentionally designed to perform a simple task through a series of complex chain reactions. To learn more, visit rubegoldberg.com. Join a radio control club. Planes, helicopters, and boats often inspire children. Building their own involves creativity and problem-solving skills. Build a miniature roller coaster. Give your child materials such as pipe insulation, marbles, cups, and duct tape. Watch them take their creativity for a ride.

• •

Continued on page 10


M A C H I N E S I N T E N T I O N A L LY D E S I G N E D T O P E R F O R M S I M P L E TA S K S T H R O U G H A S E R I E S O F C O M P L E X C H A I N R E A C T I O N S . rubegoldberg.com

Learn more about Rube and the Rube Goldberg Machine Contest.®

8 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

Artwork Copyright © and TM or ® marks as All Rights Reserved. RUBE GOLDBERG ® is a registered trademark of Rube Goldberg Inc. All materials used with permission. rubegoldberg.com

FIRST® LEGO® League is the most accessible, guided, global robotics competition, helping students and teachers to build a better future together. The program is built around theme-based challenges to engage children aged 9 to 16 in research, problem solving, coding, and engineering. The foundation of the program is the FIRST® Core Values, which emphasize teamwork, discovery, and innovation. Students emerge more confident, excited, and equipped with the skills they need in a changing workforce.



P L A N E S , H E L I C O P T E R S , B O AT S , A N D M O R E ! ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 9

Continued from page 8


Children can be artists by painting, drawing, sculpting, singing, playing an instrument, dancing, or writing. Take note of inclinations in these areas and foster a love of the arts.

• Inspire creativity. Immerse your home in different types of

art. Listen to music, collect art or art books, or check them out from the library. Be positive. Even if you don’t think you’re good at art, try some art mediums along with your child. He or she will be more willing to try too. Stock up on art supplies. Water colors, finger paints, crayons, colored pencils, pastels, construction paper, sketch books, and origami paper are some examples. Experiment with evaporation art. Mix salt with water and paint. Have your child predict what will happen to the salt and water. Borrow a how-to-draw book from the library. Step-by-step directions will give your child more confidence. Sculpt with air-dry clay. Your child doesn’t need a pottery wheel to create with clay. After the clay dries, it can be painted. Listen to a variety of music genres. This will open your child’s mind to different artists and styles of music. Sign your child up for a creative-writing class. Read poetry books.

• • • • • • • •

M AT H There are many ways to make math relevant and interesting. Research shows that most children can succeed at math.

• Teach number sense. Mentally work through problem-solving

logic with your child. Bedtime Math: A Fun Excuse to Stay Up Late by Laura Overdeck is good for promoting math discussions. Check out Texas Instruments’ “STEM Behind Cool Careers” (https://education.ti.com/en/activities/stem/gen-stem) for videos connecting algebra, geometry, and physics to jobs like fashion design, flying jets, and more. Cook or bake together. Measuring, equivalent fractions, and conversions are all part of recipe building. Try grocery-store math. Have kids weigh enough produce without going over a dollar amount, compare prices for the best buys, and stay within a weekly budget. Measure the miles. When going on family outings, find the distance with your child. Calculate the miles and time it will take to get there and how much the gas will cost. Assign chores and give an allowance. They’ll be asking for ice cream and movie money anyway, so why not teach practical budgeting skills in the process? v

• • • • •

Janeen Lewis is a writer, teacher, and mom to Andrew and Gracie. She has been published in several parenting publications across the country.

T U R N YO U R P H YS I C S L E S S O N S O N STAT E S O F M AT T E R A N D P H A S E C H A N G E I N TO A N I C E C R E A M S O C I A L W I T H T H I S AC T I V I T Y F R O M ST E M Behind Cool Careers.



CHANGE THE WORLD? ARE YOU READY TO CHANGE WORLD? Anyone can be aTHE part of this movement...


Join or start yourofarea. Anyone cana team be a in part this movement...

challenges for series students aged 6-18, FIRST is designed to ignite A progressive of mentor-guided, team-based robotics CHANGE THE WORLD? curiosity and exploration. A diverse community of challenges forencourage students aged 6-18, FIRST is designed to ignite ® ®

adult coaches, mentors, exploration. volunteers, sponsors, and encourage A diverse community of Anyone cancuriosity be a and part of thiseducators, movement...

In 1989, inventor Dean Kamen founded alumni help guide, inspire, and support students as they learn. adult coaches, mentors, educators, volunteers, sponsors, and Join or start a ®team in your area. with ambitious vision: FIRSTalumni helpan guide, inspire, and support students as they learn.

Bring the FIRST to aleading classroom, school, We experience are the world’s youth-serving nonprofit helping or school district. young people discover a passion for STEM and develop the

A global transformation. We are the world’s leading youth-serving nonprofit helping

Become or local coach. Sponsor aa team team,mentor event, or FIRST program.


Volunteer a local event. Become aatteam mentor or coach. Donate to at support mission. Volunteer a localthe event.


Visit firstinspires.org learn more. Donate to support the to mission. Visit firstinspires.org to learn more.


respect for

skills they’ll need to succeed in today’s Sponsor a team, ordiscover local FIRST program. youngevent, people a passion for competitive STEM and workforce. develop the

A world where STEM is

and commu

skills they’ll need to succeed in today’s competitive workforce. Become a team mentor or coach.

celebrated. And a culture


Volunteer at a local event.



where friends young people can and mentors who were patient with me,

wasmission. really empowering that I had a group of Donate to supportItthe

solve prob

It was really empowering that I had a group of and willing show me how to patient build. I with thinkme, I friends and to mentors who were

Visit firstinspires.org to learn more.

proudlyhaddream of becoming been really intimidated by engineering, up

D CAN true leaders in the fields of

200 Bedford Street Manchester, NH 03101 USA

® FIRST®, the FIRST® logo, FIRSTfirstinspires.org Robotics Competition, and FIRST® Tech Challenge are trademarks of For Inspiration and Recognition of Science and Technology (FIRST). LEGO® and ® MINDSTORMS are® registered trademarks of the LEGO Group. FIRST®® LEGO® League and ® ® FIRST the FIRST logo, FIRST Competition, andand FIRST Tech Group. Challenge are ® FIRST®, LEGO League Jr. are jointlyRobotics held trademarks of FIRST the LEGO ©2019 trademarks of For Inspiration and Recognition of Science and Technology (FIRST). LEGO® and FIRST. All rights reserved. FI065 MINDSTORMS® are registered trademarks of the LEGO Group. FIRST® LEGO® League and FIRST® LEGO® League Jr. are jointly held trademarks of FIRST and the LEGO Group. ©2019 FIRST. All rights reserved. FI065


until that point.

-Cassie Hudson, FIRST alum + applications engineer -Cassie Hudson, FIRST alum + applications engineer

d, team-based robotics

RST® is designed to ignite

(including a rigorous five-year longitudinal study) supports what


-Rhodes Conover, FIRST alum + engineering student

team mentor or coach. weBecome already knew:aFIRST helps students develop both self-

-Rhodes Conover, FIRST alum + engineering student

confidence and valuable, real-world skills that can open path-

A diverse community of

simply do not match up.

personal growth. Other high school experiences but about life: about leadership, friendship, and simply dogrowth. not match up.high school experiences personal Other


FIRST programs encourage students to pursue education and

EXCITEMENT OF SPORT careers in STEM-related fields, but they also inspire kids to Visit firstinspires.org to learn more.


future success — not just about FIRST taught me things that wereengineering, crucial to my but about life: about friendship, and future success — notleadership, just about engineering,

become leaders and innovators in any industry.


(including five-year longitudinal supports what More than aa rigorous decade of verifiable data fromstudy) Brandeis University we alreadyaknew: FIRST helpslongitudinal students develop self- what (including rigorous five-year study) both supports


FIRST taught me things that were crucial to my

serving nonprofit helping Inclusi For m

More than a decade of verifiable data from Brandeis University


solve problems. Impact: We apply what we’ve learned to improve our world.

and b It fost achiev and b


Innovation: We use creativity and persistence to become leaders and innovators in any industry. solve problems.


Discovery: We explore new skills and ideas. Innovation: Wein use creativity and persistence careers STEM-related fields,tobut

they also inspire kids t It fost confid succe In tod confid succe

Volunteer t I had a group ofat a local event.

and community involvement: Discovery: explore new encourage skills and ideas.students FIRSTWeprograms


to pursue education


Donate to support the mission.

tocontributions allemphasize types ofoffriendly career choices learning, and outcomes. respect for the others,sportsmanship, teamwork, FIRSTways Core Values and community involvement: of others, teamwork, learning, respect for the contributions

sion: tion. tion. of is M

In tod

re patient with me, Visit firstinspires.org to learn more.

CO FIRST weISalreadyGLOBAL knew: FIRST helps students develop both FIRS selfBUILDING CITIZENS A CO BUILDING GLOBAL CITIZENS confidence and valuable, real-world skills that can open p FIRST Core Values emphasize friendly sportsmanship, EQ A EQ

to build. I think I

by engineering, upRobotics Competition, and FIRST Tech Challenge FIRST , the FIRST logo, FIRST ®

FIRST IS FIRS (including a rigorous five-year longitudinal study) supports are trademarks of For Inspiration and Recognition of Science and Technology (FIRST). LEGO® and MINDSTORMS® are registered trademarks of the LEGO Group. FIRST® LEGO® League and FIRST® LEGO League Jr. are jointly held tradmarks of FIRST and the LEGO Group. ©2019 FIRST. All rights reserved.

200 Bedford Street ‧ Manchester, NH 03101 ‧ USA


FIRST®, the FIRST® logo, FIRST® Robotics Competition, and FIRST® Tech Challeng trademarks of For Inspiration and Recognition of Science and Technology (FIRST). LEGO Donate to support the mission.


Visit firstinspires.org to learn more.


ey learn.

achiev At FIR

Impact: We apply what WITH we’ve learned to improve our world. THE RIGORS Inclusion: We respect each other and embrace ourOF differences.

Become a team mentor or coach.

fit helping

stude At FIR


Sponsor a team, event, or local FIRST program.

velop the

Inclusion: We respect each other and embrace our differences. Teamwork: We are stronger when we work together.

Bring the FIRST experience to a classroom, school, or school district.

rkforce. en founded sion: en founded

develo stude acces develo


Join or start a team in your area.

200 Bedford Street ‧ Manchester, NH 03101 ‧ USA


AND THE Teamwork: We are stronger when INSPIRATION we work together. Fun: We enjoy and celebrate what we do!

Anyone can be a part of this movement...



acces For m

Fun: We enjoy and celebrate what we do!


competitive workforce.



e can ecoming ecoming fields of


ARE YOU r STEM and develop the READY TO




confidence and valuable, real-world skills that can open pathwe already knew: FIRST helps students develop both selfways to all types of careerreal-world choices and outcomes. confidence and valuable, skills that can open path-


but ab

COMBINING THE Donate to support the mission.

, the FIRST logo, FIRST Robotics Competition, and FIRST Tech Challenge are marks of For Inspiration and Recognition of Science and Technology (FIRST). LEGO® and STORMS® are registered trademarks of the LEGO Group. FIRST® LEGO® League and ® LEGO® League Jr. are jointly held trademarks of FIRST and the LEGO Group. ©2019 All rights reserved. FI065



become leaders and innovators in any industry.

olunteers, sponsors, and 200 Bedford Street ‧ Manchester, NH 03101 ‧ USA

rt students asfirstinspires.org they learn.


Volunteer a local ways to all types ofat career choicesevent. and outcomes.

FIRST®, the FIRST® logo, FIRST® Robotics Competition, and FIRST® Tech Challenge are trademarks of For Inspiration and Recognition of Science and Technology (FIRST). LEGO® and MINDSTORMS® are registered trademarks of the LEGO Group. FIRST® LEGO® League and FIRST® LEGO® League Jr. are jointly held trademarks of FIRST and the LEGO Group. ©2019 FIRST. All rights reserved. FI065


start a team in your area.

EXCITE WIT Teamwor SCIENCE WIT OUR BringFUTURE: the FIRST experience to a classroom, school, Fun: We e SCIENCE AND BUILT BETTER or school district. TOGETHER ANDC C More than a decade of verifiable data from Sponsor a team, event, orBrandeis localUniversity FIRST program.

science and technology.

player overall


as overall

Impact: W C Inclusion:C EXCITE

200 Bedford Street ‧ Manchester, NH 03101 ‧ USA

Anyone can be a part‧ of this movement... firstinspires.org ‧

and willing to show me how to build. I think I until that point. had been really intimidated by engineering, up

ways to all types of career choices and outcomes. FIRST programs encourage students to pursue education and

as ould

careers in STEM-related fields, but they also inspire kids toand FIRST programs encourage students to pursue education becomeinleaders and innovators in any careers STEM-related fields, but theyindustry. also inspire kids to



M is ulture kI eulture can


Bring FIRST experience to a classroom, school, Join orthe start a team in your area. or school district. Bring the FIRST experience to a classroom, school, Sponsor team, event, or local FIRST program. or schooladistrict.

, up

EM solve

fields eer logy. of logy.


More than a decade of verifiable data from Brandeis Unive


AGES 6-10 AGES 6-10 AGES 6-10early never too

AGES 9-16 AGES 9-16 AGES 9-16 innovators

It’s to Young using It’s never early Young innovators using It’s discover never too tooSTEM early to to Youngand innovators using skills imagination to12-18 AGES 6-10STEM AGES 6-10 AGES 9-16 and AGES 9-16 AGES discover skills imagination to discover STEM skills and imagination solve problems as a team It’s never too early It’s never to too early Young to innovators Young using innovators using It’s wayto more It solve problems as a team discover STEM skills and imagination skills andtoimagination to discover STEM solve problems as abuilding teamrobo solve problems solve as aproblems team as a team





T HE CHALLENGE: THE CHALL ENG E: THE CHA LLENG E: CHA LLENG E: E C H AL L E N GE : Teams of childrenTHE explore scientific concepts through Teams collaborate toTHE design, build, code, andT Htest CHALLENGE: THE CHA LLENGE: ®collaborate ®design, build, Teams of children explore scientific Teams concepts of children through explore scientific Teams concepts collaborate through to design, build, Teams code, collaborate and test to Guided code, and by test adult coaches and Guided mentorsb Teams of children explore scientific concepts through Teams to design, build, code, and test a real-world theme. Kids then work together to build LEGO MINDSTORMS robots for autonomous ® ® ® ® Teams of children explore scientific concepts through collaborate to design, code, design, and test MINDSTORMS robots for autonomous MINDSTORMS robotsbuild, for autonomous a real-world theme. Kids then awork real-world together theme. to build Kids then work LEGO together to build Teams LEGO of students build, code, of and studen op ® ® robots for autonomous a Kids®®then work together to build LEGO MINDSTORMS missions on a themed, playing field. Each a real-world modela model and,theme. withwith LEGO Education WeDo 2.0, codemissions ® ® missions Education WeDo 2.0, code Education WeDo 2.0, on code a themed, table-top playing onfield. a themed, Each®table-top table-top playing field. Each and, LEGO then a model and, with LEGO smartphone-controlled robotssmartph to comp MINDSTORMS robots for autonomous a real-world theme. Kids work together to build LEGO WeDo 2.0, codeteam works together missions on a themed, table-top playing field. Eachare encourag a and, with LEGO® Education it to make it move. it to make it move. to solve a team real-world works together problem. solve aareal-world allianceproblem. format. Students alliance f team works together toto solve real-world problem. it model to make it move. missions on a themed, table-top playing field. Each a model and, with LEGO® Education WeDo 2.0, code team brands and reach out to team bra it to make it move. team works together to solve a real-world problem. their com team works together to solve a real-world problem. it to make it move. THE JOURNEY:




T H E J O U R N E Y:

season culminates in a series Each season of regional culminates in a series Teams of regional Each team documents its workEach in anteam Engineering documents its work in anEach Engineering compete at local and regional Teamsev co THE JOURNEY: THEa Show JOUR tournaments and its championships, tournaments where teams and championships, where Notebook and creates Notebook MeNEY: posterand to chronicle creates aits Show Me poster to chronicle up to teams the FIRST Championship.up They to the ea compete with their robots andcompete share what withthey’ve their robots and sharebased what on they’ve research journey. In a season-culminating research journey. Expo, In teams a season-culminating Expo, teams their teamwork, creativity, basedinn on THE JOURNEY: THE JOUR NEY: Each season culminates in a series of regional team documents its work increated anwhat Engineering THE JOURNEY: THE JOUR learnedtogether. and invented. learned and invented. celebrate what they’ve learned celebrate andNEY: together. they’ve learned and created the engineering design process. the engin

Each Each season and culminates in a serieswhere of regional Each teamand documents workMe in an Engineering tournaments championships, teams Notebook creates aitsShow poster to chronicle its Each season culminates in a series of regional Each team documents its work in an Engineering tournaments where Notebookjourney. and creates a Show Me poster to chronicle compete withand theirchampionships, robots and share whatteams they’ve research In a season-culminating Expo, teamsits tournaments and championships, where teams Notebook and creates a Show Me poster to chronicle its competeand with their robots and share what they’ve research journey. In a season-culminating Expo, teams learned invented. celebrate what they’ve learned and created together. compete with their robots and share what they’ve research journey. In aTHE season-culminating Expo, teams OUTCOME: THE OUTCOM E: THE OUTCOM E: THE OUTCOM E: T H E O U T C O ME : learned and invented. celebrate what they’ve learned and created together. Through their own research, critical Through thinking, their own and research, critical Using thinking, STEM and concepts, students Using overcome STEM concepts, the same students overcome While developing the same their STEM skills Whileand de learned and invented. celebrate what they’ve learned and created together.

imagination, young children develop imagination, an early young interest children developchallenges an early interest that face scientistschallenges today. They that develop face scientists today. basic Theyengineering develop principles, students basic en in STEM, learn to work together in STEM, as a team learn to to achieve work together as acritical-thinking team to achieve and presentation critical-thinking skills, build selfand presentation skills, value build of persistence, selfinnovation, value andoft

a common goal, and have a ton a common of fun. goal, and have a ton of fun. confidence in STEM, and haveconfidence fun while working in STEM, asand have fun while High school workingstudents as are eligible High tosch ap


part of a team.

Through their own THE research, critical OUTCO ME: thinking, and Through their own research, critical imagination, young children developthinking, an early and interest Through their own research, critical thinking, and imagination, young children develop early in STEM, learn to work together as a an team to interest achieve imagination, young children develop an early interest in common STEM, learn work together as fun. a team to achieve a goal,toand have a ton of in STEM, learn to work together as a team to achieve a common goal, and have a ton of fun. a common goal, and have a ton of fun.

part of a team.

than $80 million in scholarships than from $80 c

THE OUTCOME: universities, and technical programs. universit THE OUTCOME:

Using STEM concepts, overcome the same THE students OUTCOME: Using STEM concepts, students overcome the same challenges that face scientists today. They develop Using STEM concepts, students overcome the same challenges that face scientists today. They develop critical-thinking and presentation skills, build selfchallenges that face scientists today. They develop critical-thinking and presentation self-as confidence in STEM, and have funskills, whilebuild working critical-thinking and presentation skills, build selfconfidence in STEM, and have fun while working as part of a team. confidence in STEM, and have fun while working as part of a team. part of a team.

AGES 12-18 AGES 12-18 AGES 12-18 way more

AGES 14-18 AGES 14-18 AGES 14-18 exciting sport

It’s than An built It’s way than An sport built It’s way more more than An exciting exciting sport built building robots around the world of STEM AGES 9-16 AGES 12-18 AGES 12-18 AGES 14-18 theAGES 14-18 building robots around world of STEM building robots around the world of sing innovators using It’s way more It’s than way more than An exciting sport An exciting built sport builtSTEM

nd n toimaginationbuilding to building robots around the world of STEM robots around the world of STEM roblems eam as a team THE CHALLENGE: THE CHALLENGE:


T HE CHALLENGE: THE CHALLEN THE CHAstrict LLENG E: THElimited CHA LLENG E: and resources, Guided by adult coaches and mentors, small teamsG E: Under rules,THE with time THE CHALLENGE: CHALLENGE: ate d test to design, build, code, Guided and by test adult coaches and Guided mentors, by small adult teams coaches and mentors, Under small strict teams rules, with limited Under time and strict resources, rules, with limited time andand resources, Guided by adult coaches and mentors, small teams Under strict rules, with limited time resources, of students design, build, code, and operate Android high school teams use sophisticated technology to Guided by adult design, coaches small Under strict rules, withuse timetechnology and resources, us ORMS® robots for autonomous of students build,and code, of mentors, students and operate design, Android build,teams code, and high operate school Android teams use sophisticated high school technology teams tolimited sophisticated to of students design, build, code, and operate Android high school teams use sophisticated technology to smartphone-controlled robots compete an to compete build andbuild code industrial-size robots a challenging hemed, . Each table-top playing field. Each build, smartphone-controlled robots smartphone-controlled toto compete in an in robots build and in an code industrial-size robots and forcode a challenging industrial-size robots for afor challenging of students design, code, and operate Android high school teams use sophisticated technology to smartphone-controlled robots to compete in create an andfield code industrial-size robots for araises challenging oblem. ether to solve a real-world problem. alliance format. Students are alliance encouraged format. to create Students are encouraged field game. to create Eachbuild team develops aEach game. brand, Each raises team funds develops a brand, raises funds alliance format. Students are encouraged to field game. team develops a brand, funds smartphone-controlled robots tobrands compete in out an to their communities. andtocode for ainchallenging team brands and reach out toteam communities. and reach to meet its goals,build and works promote meet itsindustrial-size STEM and in the works torobots promote STEM the alliance format. aretotheir encouraged to create field game. Eachgoals, team develops a brand,STEM raises team brands andStudents reach out their communities. to meet its goals, and works to promote infunds the localEach community. alliance format. Students are encouraged to create local community.field game. team develops a brand, raises funds team brands and reach out to their communities. to meet its goals, and works to promote STEM in the local community. team brands and reach out to their communities. to meet its goals, and works to promote STEM in the local community. T H E J OUR NE Y: T HE JOURNEY: THE JOURNEY: THE JOUR NEY: THE JOUR NEY: local community. THE C H A LLE NGE :

al lminates in a series of regional Teams compete at local and regional Teams events, compete building at local and regional events, At district building and regional events,Atcheering district and crowds regional root events, cheering crowds root JO UR NEY: THE ms d championships, where up toteams the FIRST THE Championship. upThey to the earn FIRST awards Championship. They earn for qualifying awards teams as students for compete qualifyingwith teams their asJOURNEY: students compete with their

ey’ve eir robots and sharebased what they’ve on their teamwork, creativity, based innovation, on their teamwork, and creativity, innovation, robots for prestigious and awards robots and a coveted for prestigious spot and a coveted spot at THE JO UR NEY: THEatawards JOURNEY: Teams compete at local and regional events, building the FIRST Championship. At districttheand regional cheering crowds UR THEevents, JOURNEY: ented. the engineering THE designJO process. theNEY: engineering design process. FIRST Championship.

root Teams compete at local and regional building At district andteams regional crowds root up to the FIRST Championship. They events, earn awards for qualifying as events, studentscheering compete with their Teams compete at local and regional events, building At district and regional events, cheering crowds root up to the Championship. Theyinnovation, earn awards for qualifying teams asawards students compete with their based on FIRST their teamwork, creativity, and robots for prestigious and a coveted spot at up to the FIRST Championship. They earn awards for qualifying teams as students compete with their based on their teamwork, creativity, innovation, and robots for prestigious awards and a coveted spot at the engineering design process. the FIRST Championship. their teamwork, creativity, innovation, and robots for prestigious awards and THE Obased UTCO M Eon : T HE OUTCOME: THE OUTCOME: THE OUTCOM E: THE OUTCOM E: a coveted spot at the engineering design process. the FIRST Championship. he ncepts, samestudents overcome While developing the same their STEM While skills and developing mastering their STEM skills and As mastering students learn real-world engineering As students concepts, learn real-world engineering concepts, the engineering design process. the FIRST Championship.

evelop face scientists today.basic Theyengineering develop principles, basic students engineering learn theprinciples, students they learn build thetheir confidence and they workforce build their skills, confidence and workforce skills, and self-presentation skills, value build of persistence, selfinnovation, value and of teamwork. persistence, innovation, andand teamwork. connect with professionaland team connect mentors withand professional team mentors and

king TEM,as and have fun while Highworking school students as are eligible Hightoschool apply students for more are eligible to apply sponsors for more who can help themsponsors succeed. who Plus,can they help canthem succeed. Plus, they can than $80 million in scholarships than from $80colleges, million in scholarships fromapply colleges, for more than $80 million apply in college, for moreuniversity, than $80 million in college, university, THE OUTCO ME: and technical programs.and technical program scholarships. THE OUTCOME: universities, and technical programs. universities, and technical program scholarships.


While developing their skills THE STEM OUTCO ME:and mastering While developing their STEM skills andlearn mastering basic engineering principles, students the While developing their STEM skills and mastering basic of engineering principles, students learn the value persistence, innovation, and teamwork. basic engineering principles, students learn the valueschool of persistence, teamwork. High students innovation, are eligible and to apply for more value of persistence, innovation, and teamwork. High school students are eligible to apply for more than $80 million in scholarships from colleges, High school students are eligible to apply for more than $80 million scholarships from colleges, universities, and in technical programs. than $80 million in scholarships from colleges, universities, and technical programs. universities, and technical programs.


As students learn real-world engineering concepts, THE OUTCOME: As students learn real-world engineering they build their confidence and workforceconcepts, skills, As students learn real-world engineering concepts, they connect build their confidence andteam workforce skills, and with professional mentors and they build their confidence and workforce skills, and connect team mentors and can sponsors whowith canprofessional help them succeed. Plus, they and connect with professional team mentors and sponsors who can help them succeed. Plus, they can apply for more than $80 million in college, university, sponsors who can help them succeed. Plus, they can apply for moreprogram than $80scholarships. million in college, university, and technical apply for more than $80 million in college, university, and technical program scholarships. and technical program scholarships.

C U LT U R A L S P OT L I G H T Holiday Traditions Around the World

Qingming Festival CELEBRATED APRIL 4 THROUGH APRIL 6, 2020.

Qingming is a three-day festival during which family members sweep their ancestors’ tombs. It is also known as the Pure Brightness Festival or Tomb-Sweeping Day. It takes place during the spring when temperatures begin to rise and rainfall increases. This agricultural festival celebrates plowing and sowing in the spring; it is a time for paying respect to the dead, enjoying a spring outing, and many other activities. B A C KG R O U N D Legend has it that the Qingming Festival was originally held to commemorate a loyal man named Jie Zitui who lived in the Spring and Autumn period (770 to 476 BC). Jie cut a piece of meat from his own leg in order to save his hungry lord, who was forced to go into exile when the crown was in jeopardy. When the lord reclaimed his power nineteen years later, he did not honor Jie Zitui, this loyal man who sacrificed a part of his own body, but later felt ashamed and decided to reward him. However, Jie was living in a mountain with his mother. In order to find Jie, the lord ordered that the mountain should be set on fire. Later Jie was found dead with his mother. In order to honor Jie, the lord declared the day Jie died as Hanshi 14 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

(Cold Food) Festival—a day when only cold food could be eaten. The next year, when the lord went to the mountain to pay tribute to Jie, he found willows revived, so he gave instructions that the day after Hanshi Festival was to be Qingming Festival. As time passed, the two festivals were combined into one.

F E S T I VA L C U S T O M S Qingming Festival is a time of many different activities. The main ones are tomb sweeping, taking a spring outing, and flying kites. Over the years, some of the customs have been set aside, such as wearing willow branches on the head and playing on swings. The day is a combination of sadness and happiness.

TOMB SWEEPING Tomb sweeping is regarded as the most important custom in the Qingming Festival. Cleaning the tomb and paying respect to the dead person with offerings are the two most important parts of honoring a deceased relative. Weeds around the tomb are cleared away and fresh soil is added to show care for the dead. The dead person’s favorite food and wine are brought, along with paper resembling money. This is all burned in the hope that the deceased is not lacking food and money. Today, with cremation becoming more popular, the custom has been simplified in cities. Only flowers are presented to the dead relatives and revolutionary martyrs. No matter how respect is shown, prayers for the deceased are expressed.

SPRING OUTING Not only is it a day for commemorating the dead, but it’s also a time for people to enjoy themselves. Spring is in the air and nature takes on a new look, as trees turn green, flowers bloom, and the sun shines brightly. It is a fine time to get out and appreciate the beautiful scenery. This custom can be traced back to the Tang Dynasty (AD 618 to 907) and has been followed by each dynasty through today. Spring outings not only add joy to life but also promote a healthy body and mind.

F LY I N G K I T E S Flying kites is an activity favored by many people during the Qing­ ming Festival. Kites are flown not only during the day but also in the evening. Little lanterns are tied to the kite or to the string that holds the kite. And when the kite is flying in the sky, the lanterns look like twinkling stars that add unique scenery as the day turns to night. It is said that cutting the string while the kite is in the sky and letting it fly free will bring good luck and that diseases can be eliminated. The Qingming Festival is a day of fun, sacrifice, celebration, and remembrance to honor the dead and rejoice for the future. v

ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 15

T H E WA L K I N G D E A D PA R E N T 9 W ay s


P r o m p t ly P ay O f f Y o u r S l e e p D e b t s By Christina Katz

Do you ever wish taking naps could be considered cool? Unfortunately, our powerparent culture seems to have regulated naps to babies, to hospital patients, and to the elderly. Well, the heck with all that. Once you declare naps hip, trendy, and fashionable, you won’t deny yourself the crucial sleep recovery they provide. Recent studies indicate a high likelihood that new parents are not merely overtired but completely exhausted. Even if you have had kids for a while, you may not have become any better at catching enough zzzs. The tween and teen years can also be a tricky time to balance activities with rest. Once parents become tired to the bone, judgment can become impaired, and this can lead to an unhealthy dependence on caffeine to get through the day. Adults need seven to nine hours of sleep per night, and the CDC says that one-third of adults are not getting enough. A lack of sleep can affect health, concentration, and alertness. Parents 16 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

denied shut-eye make more than just occasional mistakes. Sleep deprivation can lead to auto accidents, chronic health conditions, and even diseases. If you are wearing your weariness like a badge of hardcore parent pride, maybe it’s time to reclaim your emotional, mental, and physical health by practicing the art of napping. Just like any habit, you will become a more effective napper with practice. So if you are feeling fuzzy right now from a lack of sleep, why not go grab a quick nap? You deserve it!

1. Use Your Body as a Barometer. Not sure if you

need a nap? Your body knows. Do you feel fatigued, irritable, restless, or distracted? These are all signs that you have accumulated a sleep debt. A lack of adequate sleep can quickly rack up. When I am overtired, I often feel physically ill. Rather than regard this feeling as something to push through, I have learned to pay attention. Why not yield when your body has hit its limit rather than soldiering on?

2. Park Your Phone. Silence your cell phone when you nap

and the alarm should still ring. Keep your phone across the room to resist the urge to reach for it to check how much time has passed. You will snooze better without your phone, in a dark room, and in a comfortable bed, just like when you sleep at night. If this is not how you usually sleep, make the necessary adjustments.

3. Squeeze in Sleep. The best place to nap is probably in

your bedroom, but napping at home may not always be convenient. If this is true, become more flexible about where you are willing to nap (see sidebar). I surprised myself recently by napping in the car in the early evening for about twenty minutes. Everything I’ve read says this was the wrong time to nap, but I felt refreshed afterward and slept well that night. The bottom line: if you are sleep deprived, any nap, anywhere, for any length of time is better than none.

4. Turn Off Your Mind. Many parents suffer from monkey mind when they try to nap, but that’s not a good reason to avoid resting. A better idea is to get in the habit of relaxation, even if you don’t go all the way to sleep. Your mind may become more willing to quiet down so you can sleep after you chill out. Try putting worries Continued on page 39

ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 17


EPIC BIRTHDAY PARTY That’s easy on the Coffer By Cheryl Maguire

When I received the invitation to my nephew’s pirate party, I was worried. The event was being held during the winter time at his house, so all the five-year-old kids would be cooped up. How would over twenty kids be entertained in a small area indoors? Would I hear so many chaotic screams of Arrrs and Ahoys that I would want to walk the plank? My fears subsided when I beheld the enormous cardboard pirate ship in their living room. If the boat hadn’t been so crowded with kids, I would have jumped inside of it myself. When I noticed organized activity stations set up throughout the house, I knew all the kids would have a blast. The party was such a huge success that my kids still talk about it four years later. The pirate party isn’t the only impressive at-home one my sister, Tara, and brother-in-law, Mike, have hosted. They have had other events for my nephew and two nieces. The themes of

their parties include knights and princesses, Western cowboys and cowgirls, fairies and gnomes, Star Wars, and pirates. For all their parties they created a life-sized cardboard centerpieces, such as a castle or a Western town, for the kids to play in and planned games centered around the theme, along with a favor to take home. Homemade treats and a cake are abundant at every gathering. So, what is the secret to throwing an epic birthday party on a dime? Continued on page 24


N at i o n a l C o n s t i t u t i o n C e n t e r

hts The Bill ofRigRhtig s


Know Your

Your Rights Fit the Bill Nicely

rounds Playg4

Rules and Your Rights

Your V4oice Matters Speak Up & Help Out

4 Lesson 3

It’s Your Magazine



Lesson 3: Bill of Rights


The Constitution established a strong national government and the rights of the states, but there was no mention of the rights of its citizens. Some of the delegates refused to sign the Constitution e! until a bill of rights was written to protect the freedom andH rights the individual. It was promised that a bill earofY of rights would be attached to the Constitution. These would be the first r Ye! eadocument. changes, or amendments, to the H

more Read James Madison proposed twelve Only ten were approved ut it! aboamendments. by the States. These first ten amendments to the Constitution are our Bill of Rights.

Let’s look at the rights and freedoms provided by each of the amendments:

Amendment 1: Freedom of Religion, Speech and the Press: The Right to Assemble and Petition

The First Amendment might be one of the best known. It allows people to establish and practice their religion freely, and to speak their ideas and opinions. It protects the rights of its citizens to hold meetings and to petition the government. It gives the press (newspapers, magazines) the right to publish the news and ideas.

Amendment 2: The Right to Bear Arms

The Second Amendment gives all citizens the right to own guns. You have probably heard news stories about this recently. There has been much discussion about whether to limit the kinds of guns that can be sold. Also, many people want to require a background check for anyone purchasing a gun.

Amendment 3: Housing of Soldiers

When the colonies were ruled by England, people were forced to house soldiers in their homes. They would have to give them a place to sleep and meals. This amendment made it unlawful for a government to make a private citizen house its soldiers.

Amendment 4: Searches, Seizure and Warrants

This amendment protects people from law enforcement entering their home without their permission or an order from the court called a search warrant.

Lesson 3

20 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com



e !

Amendment 5: Rights in Criminal Trials and the Rights of Property

Persons cannot be made to testify against themselves in a criminal trial. A person cannot be tried more than once for that same crime. People’s property cannot be taken away without their being paid for it.

Amendment 6: Rights to a Fair Trial

This amendment requires a person accused of a crime to receive a speedy public trial by a jury. This did not happen in England during this time. People were held in jail for years before their trial and often the trial was held in secret.

Amendment 7: Rights in a Civil Trial

A civil case is brought by a person to get back property, to have a contract enforced, or to protect a person’s rights. The Seventh Amendment allows a civil case to be decided by a jury trial when the amount of money involved is over $20.

Amendment 8: Bail, Fines and Punishment

The Eighth Amendment does not allow for unfair bail or fines and the use of cruel or unusual punishments. The framers wanted to eliminate the use of torture on suspected criminals or as a punishment for a crime.

Amendment 9: Rights Kept by the People

Some of the delegates thought that if a right was not listed in their Bill of Rights, it might be interpreted to mean that the people did not have that right. The Ninth Amendment protects the rights people have though not listed in the Constitution.

Amendment 10: Powers Kept by the States and the People

The rights not given to the national government are rights kept by the states or the people.

Sticky Situation It is recess time and you and your friends head out to the playground. Civic Literacy Links You approach a group of friends from another class and notice a group of boys The Bill of Rights: Read More on Your Rights have joined them. Teams need to be chosen for your game and one of the boys who you normally don’t •play selected asbycaptain. This that his Morewith ThanisAnything Else Maria Bradby andboy Chrisinsists Soentpiet team has NO girls on it. • Carl the Complainer by Michelle Knudsen

What would you do? • Bill of Rights: Protecting Our Freedom Then and Now by Syl Sobel Why? • Library of Congress Word Search: • Bill of Rights Match Game: http://www.Texaslre.org/BOR/billofrights.html


Lesson 3



ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 21

SPECIAL NEEDS SPOTLIGHT Sponsored by Diane Wiscarson, Attorney Wiscarson Law, P.C.

The ABCs of IEPs Each child learns differently, but some children have learning differences that require instruction tailored specifically to their individual needs. Learning differences come in all forms—from struggles with academics, such as reading and math, to social, emotional, or behavioral concerns. Public schools are subject to the Individuals with Disabilities Education Act, or IDEA, which governs individualized services that must be provided to eligible students, with their parents’ participation and collaboration. WHAT IS AN IEP?


An Individualized Education Plan (IEP) is a custom-made educational plan for each public school student found eligible for special education services. Every IEP must be individualized to a particular child. Each IEP should be collaboratively developed by a child’s parents, educators, and specialists. This article reviews basic IEP requirements, highlighting often overlooked and under-discussed areas. IEP contents are easy to explain but harder to put into practice. Each IEP part relies on the previous one, to form a cohesive educational plan. First, there must be current information about the child, including data and evaluations, that describes current needs and levels of functioning. Current levels of functioning provide baseline data for current needs addressed in the IEP. Once needs and levels are identified, goals are set for each specific area. Goals determine the instruction and supports needed, which in turn help define an appropriate placement. Each part is vital, and without all, a child cannot properly be supported or instructed at school.

Before implementing an IEP, you need enough child-specific information to actually write one. Parents know their child best, so they should expect to participate as experts when writing their child’s IEP. Start by collecting information about your child. The district will have some evaluations, as required by special education law. The district may also have data from previous IEPs. If professionals provide services to your child outside of school, ask them to write reports or attend meetings. Information should come from as many sources as possible, and the entire IEP team should carefully read and consider everything. The IEP has services and supports needed for your child to benefit from their education. This means that if your child needs Specially Designed Instruction (SDI) for reading, writing, or math, it will be provided. It also means that social, emotional or behavioral issues at school will be addressed. Your child could receive services from a Speech-Language Pathologist (SLP), an Occupational Therapist (OT), a Physical Therapist (PT), a Psychologist, Continued on page 23

22 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

Continued from page 22

a Board Certified Behavior Analyst (BCBA), or other specialists as a part of their IEP. Almost anything you can think of that a child needs to benefit from their education can be on the IEP and provided by the district—laptops, assistive technology, psychological services, and even training for parents. The key is “need.” The district has to provide what is necessary for your child to benefit from their education, not what is best, or even what would be beneficial or great. An IEP should sufficiently describe your child, the educational needs, services, and supports to be provided in order to be completely portable. An IEP should be written so it can be implemented in any school, in any district, in any state. The IEP components are reviewed individually below, but the order in which they appear on the IEP varies among districts and states.

INDIVIDUAL COMPONENTS OF AN IEP Cover Page: When reviewing an IEP, start at the beginning with the cover page. Certain people are required to attend any IEP meeting. There must be a parent, a general education teacher, a special education teacher, and a district representative. The district representative must have knowledge and the authority to make decisions and commit resources on the district’s behalf. Others may be required, depending on specific circumstances. Make sure the required people attend the entire meeting and all are documented on the IEP cover page. It is possible to excuse certain people, but it must be done with the parent’s permission, before the meeting, and in writing.

Parents have the right to bring anyone to an IEP meeting who has knowledge of the child or their disability.

Present Levels of Academic Achievement and Functional Performance: Present Levels are the IEP foundation, giving a clear picture of the student to any reader. Present Levels should identify strengths and needs as determined through all sources of information, whether from teachers, parents, the student, school evaluations, or private provider reports. All needs identified in the Present Levels must be addressed elsewhere in the IEP—whether in the goals, as accommodations, as related services, or somewhere else.

Student strengths should be concrete, not “Alex is a nice boy who is always smiling.” An informative strength would be, “Michael is very good at learning routines with explicit and repetitive instruction. Once he has learned a routine, he can independently complete each step in sequence.”

Parent concerns are any concern related to enhancing the education of the child. The IEP team must discuss and address each parent concern. Vague concerns like “the parents hope Zoe makes progress at school” do not help inform the IEP. A concrete statement such as “Kira’s parents are worried when there is a substitute teacher since Kira does not do well with new people and that unexpected change can trigger Kira’s anxiety.” This concern is something that can be addressed in a tangible way on an IEP.

The Present Level of Academic Performance should be current data or curriculum-based measurements and should include recent state or district-wide testing results. When a student need is identified, it is important to also have baseline data on a student’s current performance. That baseline data will guide writing IEP goals and objectives later in the IEP. A specific statement, like “Cassie’s reading comprehension level is at a 5.9 grade level, and she can read 90 correct words per minutes using sixth-grade materials,” provides clear information and baseline data.

The Present Level of Developmental and Functional Performance includes everything else, except academics, such as Parents also have the right to bring anyone to an IEP meeting who has knowledge of the child or their disability, including an attorney or advocate. Be sure to let the district know in advance. This is especially important when bringing an attorney, because the district will likely cancel the meeting if they are not told in advance. Special Factors: Evaluate whether the student needs assistive technology (AT) devices or services, has communication needs, or has behaviors that impede learning. This includes behaviors that are disruptive, but do not need to be. The behaviors also include things like shutting down in class, hiding in the bathroom to avoid work or peers, or truancy. If the child has AT, communication, or behavior needs, those must be addressed elsewhere in the IEP. Discuss whether the student is limited English proficient and whether native language assessments are needed. Finally, note whether the student is blind, visually impaired, deaf, or hard of hearing. The IEP must explain communication and language needs. There must be opportunities for the student to have direct interaction with peers and staff in the student’s communication mode.

social skills, emotional concerns, behavior issues, and any potential related service area, such as communication, occupational therapy, etc. Every area of a child’s need should be here. There should be current information, which will serve as baseline data, for every area where there will be SDI or a related service provided. The need and rationale for supplementary aids/services, accommodations, and modifications should also be here. “McKenna has no idea how to be safe in the community” does not provide good information from which to design services and supports for a student. An appropriate statement would be, “Lyle will learn community safety skills, beginning with how to calmly state his name and telephone number, which he cannot do at all (baseline 0%).” The Present Levels must also discuss how the student’s disability affects involvement and progress in the general education curriculum. Stating “Cassie’s health issues cause her to be absent frequently” does not provide specific or usable information. However, these two statements together provide the information needed to inform the IEP team: “Lindy has an intellectual disability and is unable to process and comprehend materials at the same Continued on page 27 ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 23

Continued from page 18

Planning in Advance The Stull family is already planning the next unicorn-themed party for June. They get ideas from Pinterest and other crafting websites. They also brainstorm ideas on their own. This planning helps them to have enough time to create all the activities and cardboard centerpiece. Potential Savings: $25-$50. Advanced planning allows them to buy sale items and use coupons.

theme party. Or instead of pin the tail on the donkey, it was pin the lightsaber on Yoda for the Star Wars theme party. Some other games they played are a pirate scavenger hunt for gold coins, relay cowboy horse races, and beware of the cardboard shark beanbag-toss game. Potential Savings: $100-$200 by not hosting the party at an outside venue, such as a play gym, bowling alley, or laser tag place.

Finding Free or Discounted Items Tara and Mike asked local appliance stores for free cardboard boxes to create the centerpieces, games, and favors. They also got deeply discounted “mistake paint” for a quarter of the price (around $9 instead of $40) that people returned to Home Depot and Lowe’s because they didn’t like the color. Potential Savings: $25-$50 by not purchasing cardboard boxes, games, and favors; also savings from purchasing mistake paint, which can be used for crafts, games, or painting cardboard.

Homemade Almost everything at the parties is homemade, from the cardboard centerpieces to the games, food, and favors. This significantly cuts down the cost of the parties, which were all under $200. Potential Savings: $50-$75 by not buying a store-bought cake, games, or favors.

Team Work Tara and Mike Stull work together to create the life-sized centerpieces, games, favors, and homemade baked goods. They also include their kids in the process of coming up with ideas and creating the items. By working together, they don’t become too overwhelmed with the planning and creating that is involved. It also makes the process more fun for the entire family.

Using Coupons and Purchasing Sale Items They purchase some of the items at Michael’s and other craft stores using coupons. They also use coupons at the grocery store to buy the food for the party. Coupons can be found at the stores’ websites or apps or by signing up for the stores’ emails. Also, coupons can be found at online coupon websites such as Coupons.com. Potential Savings: $50-$100—with coupons and sale items.

Selling on Craigslist After the last party, they sold some of the games they used for $30. They plan to do this for future parties. Potential Savings: $50-$100 depending on the items created and sold. You could also sell some household items prior to the event to help fund it.

Who’s Ready to Party?

Potential Savings: $25-$50. By working together, the less they need to purchase store-bought items.

Old School Games with a Theme At the parties, they offer simple games that everyone loves, and they incorporate the theme into the game. Instead of a typical watergun fight, they created a water-gun shooting range in the Western

24 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

These parties are a lot of work, but the whole family loves creating a memorable event. I know that we are anxiously awaiting the next party. Who knows? Maybe we will even spy a real unicorn!. v Cheryl Maguire holds a Master of Counseling Psychology degree. She is married and is the mother of twins and a daughter. Her writing has been published in The New York Times, Parents magazine, Upworthy, Chicken Soup for the Soul: Count Your Blessing, and Your Teen magazine. You can find her at Twitter @CherylMaguire05.

SPRING HAS SPRUNG It’s Time for a Celebration By Pam Molnar

Ahh, spring! That wonderful time of year between the spring equinox and the summer solstice when everything is warmer, colorful, and new again. With winter now behind us, it’s time to celebrate. Check out our 12 fun ideas to welcome spring and get this party started.

GAMES: 1. Frog Flop: You will need two green beanbags for each team and one beanbag of any other color for the game. You can sew on eyes or

3. Spring Headbands: Write spring words, such as “butterfly,” “tulip,” and “umbrella,” on separate index cards. Pass out an elastic head-

decorate with a marker to make them look like frogs and to differentiate for each team. The first team tosses out the colored beanbag. The object of the game is to get your team’s green beanbags as close to the colored beanbag as possible. One point is given for the closest frog. Game continues to 15 points.

band to each player and have them sit in a circle. Players are given a card, but they may not look at it. Instead, they wear it on their forehead, held in place with the headband, with the word facing out. Players ask and answer yes and no questions to guess what word is on their card.

2. Make-Your-Own Spring Bingo: This is both an activity and a game. Players are given blank

4. Pick from the Garden: Place suckers (dum dum pops) in a terra cotta pot filled with shredded green paper over a floral brick. The

bingo cards (check Etsy or make your own) and spring stickers. Players can place the stickers in any square on the bingo sheet. When they are done, play the game as normal, calling out the objects found on the stickers.

sucker sticks are marked with different color ink. The game can be played as a match game (with a prize given) or as a task game. For a task game, each color sucker stick represents a task category such as singing, drawing, or even spelling. Continued on page 28

26 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

Continued from page 23

rate and depth as her peers. As a result, the general education curriculum must be modified to her instructional level in order for her to participate in the general education class.”

Transition Services must be provided if the child will be 16 years old any time during the life of the IEP. There must be a statement of the student’s preferences, needs, interests, and results of any age-appropriate transition assessments. “Christine may attend community college, so she will take high school classes and hopefully get a diploma” is too general and gives no real information. “Bud was interviewed about his future plans using the TPI (Transition Planning Inventory). Results show that Bud needs to learn about employment, how to find a job, the skills required for different jobs, and how to keep a job once hired. Also, Bud did not know that job applications are usually required or that he could not set his own wage. The TPI further indicated that Bud planned to take public transportation to work but did not know how to take the bus or who to ask. Bud’s only stated interest was testing and designing video games, a job he thought was easy to find.” Although wordy, this is an informative transition section. Be careful of the “does not qualify for this service” trap. Once a student is eligible for special education services under any disability category, all needs must be addressed. A student does not need to independently “qualify” for each type of service—such as occupational or speech language therapy. Participation in Statewide/Districtwide Assessment: Be sure to ask what assessments will be given to your child during the life of the IEP. Look at each academic area separately, and document all accommodations necessary for the student, even if offered to every student. Know that if a student will later need extra time on a national test, like the ACT or SAT, the student must have a history of having that accommodation for testing. The IEP provides that documentation and history over the long term. Measurable Annual Goals and Short-Term Objectives: Annual Goals (AGs) are just that—what is hoped to be achieved in a year’s time, with measurable criteria, in each specific area. Each goal should correspond to a need identified in the Present Levels. Each goal should also have baseline data in the Present Levels. Why is this important? Districts are required to regularly report a student’s progress to parents on IEP goals and objectives. It is virtually impossible to report whether a student is making progress if you do not know where the student’s skill was in a particular area before the special education services started. Not all IEPs have Short-Term Objectives. However, if an IEP does have Short-Term Objectives for any of the Annual Goals, they must be linked together. The Short-Term Objectives are the building blocks to reaching the target Annual Goal. Every goal or objective requires two data points somewhere in the IEP. Baseline data is the starting data point for any goal or objective, usually in the Present Levels. The criteria for meeting a Measurable Annual Goal is the second data point. Goals and objectives must be defined and measurable. State exactly how and when each will be measured. Anecdotal

information is generally not enough, and it is important to see the word “data” somewhere in the measurement process. State who will do what, under what conditions, and to what degree, including the level of support that will be provided to the student when the goal is measured. “Elizabeth will improve her reading comprehension skills from a 5.3 grade level to a 6.5 grade level” provides baseline data about where the student is starting and the goal to try to reach. Watch out for “roll-over” goals. These are goals that don’t change from one year to the next. If the child has not made progress and the same goal is still needed, something is wrong and there must be a change. If the same goal is still needed, then the student needs different instruction, more instruction, a different instructor, or something else. Leaving the same goals, with the same instruction, makes no sense.

Watch out for “roll-over” goals. These are goals that don’t change from one year to the next.

Make sure that the goal states how progress is reported to the parents. These are generally “check boxes” on the IEP, but they must state how the parents will be informed of progress (e.g., in writing), how often (e.g., monthly), and how the progress will be measured. Make sure that the progress is being measured by data, not just observations or anecdotal information, which are too subjective. Avoid vague and uninformative progress statements such as “Elizabeth is working on this goal, with slow progress.” An informative progress note might read, “Kevin’s reading comprehension has increased this term from a 4.5 to a 4.8 grade level.” Specially Designed Instruction: SDI is the amount of instruction your child will receive in each area of need. For each AG on the IEP, there must be corresponding SDI on the Service Summary Page. Generally, the amount of SDI is the amount of time each goal or goal area will be worked on. This is an educated guess, but it must be individualized. For each area of SDI, there must be an amount of time the area of need will be worked on (daily, weekly, or monthly), by whom, and where the instruction will take place. A good example would be, “Reading Comprehension, 60 minutes each day, in the resource room, by a special education teacher.” This is explanatory and accurately informs a parent. Students do not have to “qualify” for each individual service, as parents are sometimes told. There is a difference between the criteria for eligibility for special education services and the right to receive services. Once a child is eligible for special education services, all of the child’s needs at school must be met—no exceptions allowed. Related Services: A Related Service is something necessary to allow a child to benefit from SDI. Related services frequently found on IEPs are speech-language, occupational therapy, psychological, Continued on page 30 ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 27

ACTIVITIES: 1. Tic Tac Toe: Gather medium-sized river stones and let the kids paint them to look like ladybugs and bees. While they are drying, you can make a board on the back of a small cinch bag with colored tape or markers. When the stones are dry, they can be stored inside the bag so they are ready to play when you are.

2. Jelly Bean Towers: Pick up jelly beans and toothpicks at the store. Place kids in groups and have them construct a platform. When they are finished, give the kids ballots to vote for the best in several categories. Give prizes for the highest, strongest, and most unique designs.

3. Crystal Rainbows: You will need glass jars, multicolor pipe cleaners, Borax, hot water, and dowel rods. Wrap the top part of several pipe cleaners around a dowel rod that will lay flat across the opening of the jar. Mix 3 tablespoons of Borax in a cup of boiling water. Pour mixture into jars and insert pipe cleaners into jar. Crystals will start forming overnight. Remove when covered in crystals and let dry.

4. Canvas Painting Class: This is a spinoff of the Paint and Wine events for adults. Give all the kids a canvas, a brush, and paint needed for the project. Have someone lead the group by showing everyone a step-by-step process to create a spring painting. Not sure how to do it? Check out YouTube for suggestions and a step-by-step guide.

CRAFTS: 1. It’s for the Birds: Oriental Trading offers unfinished birdhouses and bird feeders on their website. Gather decorating options such as paint, glitter, jewels, ribbons, and whatever other items you think will attract the birds. Let dry and hang from a tree near the window.

2. Make a Kite: A windy spring day is a wonderful time to make a kite. You can use craft store dowel rods or collect small branches that have fallen from trees for the cross bars. For the sail of the kite, try newspaper, wrapping paper, or plastic garbage bags. Using plain craft paper allows for decorating with a personal touch. Attach string to the front of the kite and take it for a ride.

3. Make Fairy Houses or Castles: Collect empty paper towel rolls for the base. Fashion a pointed roof with construction paper, pine cones, or twigs, and decorate the cardboard roll with markers, colored tissue paper, wallpaper samples, or felt. You can also cut out a door or windows. Create a village by securing to a poster board and add roads, greenery, and a small brook made from foil or watercolor paint.

4. “Welcome Spring” Door Hanging: For this craft, your only limit is your imagination. Use a base such as wood, felt, a straw hat, a wreath, or even an old umbrella. Add craft moss, ribbons, artificial flowers, yarn, paint, burlap, etc. Personalize it with a saying, monogram, or your favorite spring animal. v Pam Molnar is a freelance writer and mother of three. She loves to plan parties and watch the joy it brings to her guests. Follow her on Etsy at Pam’s Party Printables. Continued on page 28

FUN FOR THE WHOLE FAMILY World of Speed family programs are a great way for the whole family to enjoy activities, hands-on fun, special presentations, and much more! Make your plans now to create magical family memories.




Start Line is a children’s exhibit area that features hands-on activities that encourage cooperative play and stimulates the development of fundamental skills in young children. As children select tools, replace parts, and fill work orders in our Super Service Center, they exercise skills like sorting, matching, and problem-solving. Working with other “mechanics” encourages positive social skills, and the exhibit’s activities help enhance fine and gross motor skills.

World of Speed takes summer camp to a whole new level with camps that excite, educate, and challenge students grades K–12 in a fun, supportive environment. There are many reasons world of Speed’s camps stand out:

Join World of Speed every Friday at 10:30 a.m. for an all-new adventure for younger guests! Otto’s Storytime Garage combines books, art, music, learning, and fun, with a new program each week. Hear a story and then take part in an activity that goes along with the book. Free with admission. Recommended for children ages 2–5.

With a family membership two adults and up to two children get free admission every time you visit! Check out membership benefits at worldofspeed.org/membership today!


• • • • •

Small camp size Expert instructors STEM-focused Hands-on experiences Girls Rule camp led by female instructors


Continued from page 27

transportation, and physical therapy. If the related service is intended to increase a child’s skills, then there must be a corresponding Annual Goal. Transportation is a related service and should always be listed if it will be provided by the district. Whether “transportation” needs an Annual Goal depends on the purpose of providing transportation. If the related service is simply to transport the child to school, no Annual Goal is required. However, if transportation is being used as a method to entice a child to attend school and thus increase attendance, an Annual Goal would be required. Accommodations and Modifications: This is probably the most misunderstood area of IEPs. Accommodations change the presentation, setting, timing of, and/or response to curriculum and/or instruction. They are designed to provide the student access to curriculum and instruction. Accommodations do not alter the assignment content level or evaluation of the student, and the student must still demonstrate mastery of core content. Modifications change the level and/or content of the curriculum and generally result in modified grades. Modified grades sometimes result in a modified diploma, but this varies from state to state. Again, modification must be individualized to each child. Is it an accommodation or a modification? Assume the math class is studying double-digit multiplication. The homework assigned is 50 double-digit multiplication problems. For Lidia, who processes information slowly but can do the work,

Less Screen Time



We transport kids to spectacular Portland recreation areas to adventure in. POSITIVE RISKS

Kids learn to approach risks intelligently building confidence they can use in the outdoors and beyond. INCREDIBLE STAFF

“The counselors are older and have so many skills... The difference from other camps is significant.” - Parent


an accommodation might be that Lidia only has to do 20 of the assigned homework problems. She would be demonstrating the same level of mastery with fewer problems. For Christine, who really struggles with math and is still learning basic multiplication, her homework might be to do 50 single-digit math problems. Christine has a modification because she is not doing the same level of work as the other peers in her class.

Summary: An IEP is your child’s educational service roadmap, and you are an expert driver. Collect all the information you can, then participate and collaborate on the IEP team to develop the most appropriate plan for your child! v

Supports for School Personnel: This section is often overlooked and rarely discussed, but it is very important. Staff supports needed to implement the IEP are listed here. If the child spends any time in a general education class, consultation between the general and special education teachers is needed. Talk about whether disabilityspecific training is needed for staff who will work with the child. Decide if child-specific training is needed for staff—particularly educational assistants. Related service providers who provide consultation to special and/or general education staff should also be documented. Non-participation Justification: State clearly how much time the student will be removed from participating with regular education peers in the regular classroom and other non-academic activities. This should include clear reasoning for the child’s removal. Most important, the amount of time should not be based on the school schedule but on the child’s individual needs. Extended School Year (ESY) Services: This is the most overlooked and ignored part of the IEP, as these are services that are provided by the district during the summer. A computer program for writing IEPs that automatically checks the ESY box as “no” is a red flag. ESY requires an actual IEP team discussion and should generally be a data-driven decision. If a child is to receive ESY services, the type and amount should also be individualized and listed separately on the IEP. Placement: Generally, at least two placements must be considered, and any placement the parent(s) proposes must be discussed. Your child is entitled to placement with the most general education curriculum and the most time with general education peers that can be successful, with interventions and supports.

Author Diane Wiscarson worked her way through the IEP system for her son and, in so doing, found her passion for helping other families navigate special education and the law. Since graduating from law school and founding Wiscarson Law almost 20 years ago, she has helped more than 2,500 Oregon and Washington families obtain appropriate services and placements from the region’s public school districts.

NON-PROFIT SPOTLIGHT Sponsored by RecTennis

THE LIFELONG IMPACT OF SUMMER TENNIS “It’s that first time a child gets the ball over the net a few times and rallies with their friend. There’s a certain magic in that rally. Both kids are sharing a defining moment in their friendship that impacts them on and off the court,” says Mary Jo Kallgren, regional manager of RecTennis Northern Oregon. “That’s the fun of tennis.” Mary Jo ought to know. She’s lived and breathed tennis since childhood. Growing up in Longview, Washington, in the 1970s, there were no indoor tennis courts in her town, so she first learned to play tennis in the local elementary school gym. The first time she and her sister got a rally going, she was hooked. RecTennis is a program developed by and for the United States Tennis Association, Pacific Northwest section (USTA PNW). As a 501c3 nonprofit organization, its mission is to promote and develop the growth of tennis in the Pacific Northwest. USTA PNW partners with local parks and schools to provide convenient and affordable recreational tennis programs and provides scholarships for those in need.

32 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

“Tennis is for everyone,” says Mary Jo. “It’s something fun to do with friends and family, gets kids away from their screens and out in the community, and teaches lifelong skills to use on and off the court.” Mary Jo started playing tennis during the summer months with her friends and family. It quickly became a year-round passion, and she eventually competed on a national level at the University of Arizona on a tennis scholarship. It was her love of tennis that brought her back to the game and RecTennis. “Tennis is a lifelong sport, and it provides great foundational skills for other sports and life in general,” says Mary Jo. “There are obvious physical benefits to the game of tennis, like eye-hand

coordination and endurance training, along with the lifelong benefit of learning to communicate well with others.” As regional manager, Mary Jo oversees every detail for all 10 of the summer programs provided by RecTennis in Northern Oregon. This includes nurturing relationships with parks and recreation departments and local school districts as well as overseeing all program logistics. One of her favorite parts of the job is hiring and training RecTennis coaches. With every hire, she makes certain that the coach has a passion for tennis that they’ll carry forward with fun and inclusive instruction. “RecTennis provides a safe and affordable space for kids and adults of all abilities to learn to play tennis and master skills at their own pace,” says Mary Jo. “We make tennis accessible. Anyone with the will or desire to play tennis will play tennis.” Mary Jo grew up playing tennis with friends and and family and making friends on the court. When she became a mom, she introduced tennis to her three kids starting from a young age. It remains an activity that all of her kids, now ranging in age from 18 to 23, continue to play together to this day. “Tennis is so much more than a game. It’s an activity that brings families together, and it allows individuals to thrive,” says Mary Jo. “It’s a sport where everyone can belong, on the court and as part of a community.”

About RecTennis and Programs Near You USTA PNW launched RecTennis in 2013. It was created in collaboration with local parks and recreation districts and schools to bring affordable, fun, year-round tennis to families, children, teens, and adults. Participants are provided with equipment to use during camps and instruction, right-sized for age, size and ability. Different racquet sizes and ball colors are used for different age and skill levels to ensure that each player develops at his or her strongest point. Participants just need to wear comfortable athletic shoes and clothing.

Summer Tennis Camps This summer, like every summer for the past seven years, RecTennis is offering week-long summer camps starting as low as $42 per week for kids aged 5-12. Camps range from 90 minutes to 8 hours per day, for 5 consecutive days. Early bird registration is available at this link —use the code EARLY15 at checkout to get 15% off.

Friends + Family Tennis Friends + Family tennis is a popular summer RecTennis program that takes place at Gabriel Park in Southwest Portland and at Grant Park in Northeast Portland. A perfect way to meet and get to know neighbors, Friends + Family is a weekly all-ages (6+) tennis clinic held weekly, from June 9 through August 25, 6 p.m. to 7:30 p.m. A fee of $25 per session admits a group of four. Participants can sign up for one or all of the sessions at this link.

games and activities, and they learn life skills like teamwork and sportsmanship. TAZ sessions are after school and typically held in school gymnasiums and offered as 8-week programs. Spring programs are still available at this link.

Next Level Kids and teens who have learned tennis basics can take their game to Next Level, where RecTennis serves up an introduction to match play. Provided in cooperation with parks and recreation departments and local school districts, Next Level provides one instructor for every five players. Sessions are $15 apiece, with each lasting up to two hours. Learn more here.

HIIT High Intensity Tennis (HIIT) is the perfect opportunity for adults 18 and older who are seeking a 1-hour workout and the option to rally in a low-pressure setting. This summer program is frequently offered at the same venues as RecTennis summer camps for kids, making for an ideal single stop for the whole family. Cost is $10 per single session. Sign up here.

Rally + Eats This summer, USTA PNW will host two free Rally + Eats events in Portland to highlight summer RecTennis programs—at Grant Park in Northeast Portland and at Gabriel Park in Southwest Portland. Designed with families in mind, Rally + Eats is all about getting people on the court to rally and play. No prior tennis experience is necessary, and as with all RecTennis programs, all equipment will be available to use for free. To round out the fun, food and beverage vendors will be on site, along with local entertainment. Check the RecTennis website at rectennis.com/contact-us for updates on dates and times, and sign up for the newsletter at this link.

About USTA PNW Established in 1904, the United States Tennis Association Pacific Northwest (USTA PNW) is a 501c3 non-profit organization and one of 17 sections of the United States Tennis Association, the national governing body of the sport of tennis. Based in Beaverton, Oregon, USTA PNW’s mission is to promote and develop the growth of tennis in the Pacific Northwest by providing access to tennis for all. For more information, visit ustapnw.org.! v


Tennis Afterschool Zone (TAZ) Throughout the school year, RecTennis works with local elementary and middle schools to provide Tennis Afterschool Zone (TAZ). Starting at $8 per session, kids learn to rally and score through fun

RECTENNIS.COM ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 33


KÄT H LO N G A B A L D O N Lower School IB Coordinator

Choosing the right school for your child is one of the biggest decisions you’ll ever make. With so many choices out there, it’s easy to get overwhelmed… from public to private school and traditional programs to inquiry-based learning such as the International Baccalaureate (IB).

A N N E P RO U TY Middle School IB Coordinator

To help you make a more informed decision and determine if an IB program is the right fit for your child, we reached out to the French American International School (FAIS), a preschool-8th grade independent school in NW Portland. Founded in 1979, FAIS is the only school in Portland authorized by the IB for preschool-8th grade. Preschool-5th grade (starting with an early preschool for 2 ½ year-olds), is taught in a French immersion setting. Middle School offers one curriculum delivered in five languages: multiple immersion tracks (French, German, Mandarin, and Spanish), as well as an English-focused track with a beginning language. The middle school offers one curriculum delivered in five languages: multiple immersion tracks (French, German, Mandarin, and Spanish), as well as an English-focused track with a beginning language.

The middle school offers one curriculum delivered in five languages: multiple immersion tracks (French, German, Mandarin, and Spanish), as well as an English-focused track with a beginning language.

What is the IB? Anne: The International Baccalaureate (IB) is a worldwide network of schools committed to creating a better and more peaceful world through intercultural understanding and respect. Schools can choose to utilize any of the four programmes:, primary years (PYP), middle years (MYP), diploma, or career-related, based on the age of their students. Our school is authorized in the PYP and MYP. All programmes have a rich academic framework, which is conveyed through real life examples. There are 39 IB schools in Oregon, both public and private, with over 5,000 schools globally in 157 countries.

How does the IB benefit my child? Käthlon: Participation in any International Baccalaureate programme helps equip students to think about issues from multiple 34 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

perspectives, be critical thinkers, develop better intercultural understanding (supported greatly by beginning to learn another language) and respect of others, and helps them better understand their world because subjects are explored conceptually, using real-life examples. The IB also focuses heavily on hands-on, in-depth learning and the development of the “learner profile,” which is a set of ten attributes (caring, open-minded, reflective, etc.) to help them grow into a more internationally-minded person.

What makes the IB at FAIS unique? Käthlon: In the Lower School (preschool-5th grade), all of our students are taught by Masters-level teachers, and we follow the French curriculum, which is organized into three-year cycles of standards that need to be taught. This allows for students to have three years to master the skills they are expected to achieve at the end of that time period, and allows for them to move faster or slower, based on their own abilities. Students have daily opportunities for exercise and gross motor skill play, as well as ongoing enrichment in the Arts. Our makerspace (L’éspace creatif), kitchen, forest and

Discovery Park areas offer wonderful experiences outside the classroom to explore and create. Delivered in a language immersion setting, this combination of rich, developmentally-appropriate teaching with hands-on, inquirybased and conceptual learning through IB make our school an incredible place to be a student. Anne: In our Middle School (6th-8th grade), the MYP is a curriculum framework with 8 required subjects including Language & Literature (English and Immersion language; French, Spanish German, Mandarin), Language Acquisition (new language), Maths, Science, Individuals and Society (taught in our 5 languages), Design, PE and Health, and Arts. All teachers teaching the same subject agree on unit concepts, context and at least one common assessment. Teachers work on content specific as well as global skills that help students be successful both in and out of the classroom MYP fosters critical and creative thinking through interdisciplinary inquiry units. Students are encouraged to explore global issues in an environment that fosters lifelong learning and learning for understanding (not grades). Students learn by doing and show their conceptual understanding by tackling real world problems. Our students are prepared for future education through organizational strategies, but more importantly by fostering a love of learning.

How does an IB education from FAIS prepare kids for high school, college, and beyond? Käthlon: An IB education at FAIS produces students who are fluent in at least one other language, with a strong understanding of the world around them. Our students are highly sought-after by local high schools, because of their incredible ability to work autonomously, ask deep questions, and make connections across subject areas. We receive updates from our alumni around the world who are making a difference in their careers and communities into adulthood. Anne: It gives you a world of possibilities. Our students have the doors to the world open for them: students have had at least two opportunities to travel internationally before the end of 8th grade, and they’ve used their languages to communicate in unfamiliar cultures. We encourage students to take action in their community, to be able to disagree but understand another perspective, to learn from their mistakes, and to think and act locally and globally.

From all of us at Portland Parent, a big thank you to Käthlon Gabaldan and Anne Prouty for joining us! v Want to learn more about the IB at FAIS?


ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 35

You can Help Feed the Hungry Feed the Hungry is a community-based, non-profit, non-denominational organization that provides a hearty meal every Sunday afternoon for as many as 85 people. Those who are homeless, hungry or simply looking for companionship, are received with understanding and respect. Please contact fthmilwaukie@gmail.com if interested in volunteering, donating or learning more about our worthwhile program.

More than 125,000 meals served!

PO Box 220352 Milwaukie, Oregon 97269


FOLLOW and LIKE us on Facebook!

LANGUAGE IMMERSION │ INTERNATIONAL BACCALAUREATE (IB) │ PRESCHOOL - 8th GRADE Do you want your child to think critically, ask challenging questions, and consider both local and global contexts?

VISIT OUR CAMPUS Final Open House of the Year

Discover how an IB program—delivered in a language immersion setting— inspires students to explore the WHY, learn HOW to learn, and apply WHAT they’ve learned beyond the classroom.

(Preschool-Kindergarten) Thursday, April 9 at 9 am Open Tours

FAIS has a strong IB program that teaches children from preschool on about the greater world around them. - FAIS parent

Most Wednesdays at 9 am RSVPs appreciated

admissions@faispdx.org │ 503.292.7776 ext. 1310 │ www.faispdx.org




Agent-Assisted Homes Sell for More Than Homes Sold by Owners In an effort to save on commission fees, many sellers go the FSBO (for sale by owner) route, thinking that selling their home on their own will be more cost efficient than hiring an agent.

Typically, FSBO is far from cost efficient.

According to the 2019 Profile of Home Buyers and Sellers from the NATIONAL ASSOCIATION OF REALTORS®, FSBO homes sold for a median of $200,000 last year—a whopping $80,000 less than agent-assisted homes, which sold for a median of $280,000. So, what does this mean for you? If you’re thinking about going solo on your home sale as a way to save money on commissions, you might want to rethink your strategy. There’s a reason 89 percent of home sellers last year worked with an agent to sell their home; not only do they make the process easier and less stressful, but they can also get you a significantly higher price for your property. v




20 Questions to Ask When Buying a Condo Considering a condominium? Take the time to research the community, talk to residents, review the condominium documents, and study other data to answer these questions:

• What’s the condition of the unit, the building, the entire complex that you’re considering? • Are common areas well maintained? • How many condos are for sale? (A large percentage could be a sign of problems.) • What percentage of the units are owner-occupied? (Many lenders won’t back loans if the majority are rented.) • How much are the condo/association fees and what do they cover? • Does the association have adequate reserves for emergencies and renovations? (If not, you could face a special assessment.) What’s the temperament of the condo board? (Board minutes could reveal controversies.)

38 •  March+April 2020 • PP Parent Magazine

• Are there pending lawsuits against the association or judgments you might have to help pay? • What does the association’s insurance cover? (You may need supplemental insurance to protect everything else.) • How much outstanding debt does the association have? • What percentage of the units are in arrears on their dues? • Does the seller owe back fees or assessments that may become your responsibility when you buy?

Does the unit come with reserved parking?

• What’s the neighborhood like? (Ask neighbors and walk the area at night and on weekends to check when residents are home.) • Does the unit come with reserved parking? • Is there adequate additional parking for guests? • Will you have extra storage space for bikes, paddle boards, and the like? • Is the association managed by a qualified professional company? • Does management handle requests and complaints quickly? • Do association rules limit your ability to rent the unit? • Will restrictions prevent you from changing visible elements such as the color of the front door or your window coverings? v

Sources: Realtor.com, Investopedia, Bankrate.com, Kiplinger.com, Federal Housing Authority PP Parent Magazine •  March+April 2020 • 39

Continued from page 17

on clouds in your mind’s eye and letting them float away. Any type of rest can be considered a good nap.

5. Consider Caffeine Intake. It’s okay to drink

coffee or tea to help you stay alert, but try not to drink caffeine after 3 pm if you want to sleep well at night. On the other hand, if you find yourself awake at four or five in the morning, you may decide to get up and drink some coffee, knowing that you will be napping with your toddler mid-morning. Adjust your caffeine consumption to support your nap schedule. Naps reduce your sleep deficit; caffeine does not.

6. Banish Guilt. Your whole family will sleep better

if you ignore other opinions and do what works for you. Infant deaths, parent accidents, and postpartum depression are all alleviated by excellent parent self-care. If you have a baby who does not sleep through the night, get creative with your sleep routines. Don’t try to force a baby who has only been alive a few months to align sleep rhythms with adults. Create a sleep schedule that’s win-win for your family and your baby. Continued on page 40

Continued from page 39

7. Ask for Help. A sleep-deprived parent caring for a baby is

risky. Babies spend a lot of time sleeping, and parents can play this tendency to their sleep-deprived advantage. Team up and work out a schedule that allows everyone to maintain adequate sleep. If one parent is sleep deprived and the other is working full-time, consider sleeping in separate beds during the week and swapping bedrooms on the weekends. Let the working parent do some weekend nighttime duties to help the stay-at-home parent catch up on sleep.

8. Accept Evolving Routines. Once you find a sleep schedule that works, milk it as long as you can. It’s possible that baby’s schedule will never become consistent, and that’s okay. Don’t hold yourself to some ideal standard that has no impact on health. The important goal is for everyone to get enough sleep. Once you have achieved that, then you can worry about how clean the house is or is not.

Once you find a sleep schedule that works, milk it as long as you can.

40 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

TYPES OF NAPS Compare nap types and try what works for you—or whatever necessity dictates. The 10- to 20-minute Power Nap. It’s not

the length of the nap that causes you to awaken refreshed; it’s your ability to totally surrender to sleep, even when the nap will be short.

The 30-minute Short Nap. Some people say this type of nap isn't as effective as longer naps, but take a short nap over no nap any weary day. Set your phone alarm so you can succumb without worrying about oversleeping.

9. Take Pride in Sleeping Well. Parents may discover that no matter what their child’s age is, getting enough sleep remains challenging. Exhaustion is often glamorized and contagious. Pay attention to your own sleep needs first, and meet them consistently to model healthy sleep hygiene. Then teach kids to say no to sleepdeprivation temptations. Inoculate your family against unhealthy sleep habits—you’ll be so glad you did. v

Parents may discover that no matter what their child’s age is, getting enough sleep remains challenging.

The 90-minute Deep Sleep. Studies show that you can enter REM sleep if you can stay asleep for an hour and a half. Sleeping deeply helps you bounce back faster once you wake up.

NAME THAT NAP Co-snoozing: I f the baby is already sleeping, why

not cuddle up and nap together or near each other? Do your due diligence online on the safest ways to co-sleep. Or gently lay baby down in a co-sleeper or crib in the same room.

Cat Nap: If you are alone and have 30 minutes, cover

your eyes, use earplugs, recline, and grab a short rest. Some people nap better if they are alone.

After-lunch Shuteye: Bring earplugs and an eye

mask to work, lay your head on your desk, and set your phone for your wake-up time.

Car Respite: F ind a shady spot, park the car, crack the windows, stash your valuables, lock the doors, put back the seat, and snooze.

Sideline Siesta: S eek a spot beyond out-of-bounds players and stray balls, bring a blanket, use your purse as a pillow, put a magazine over your face, and feel the earth cradling your body.

Shotgun Recharge: B abies are not the only ones who can catch some zzzs in a moving vehicle. Bring your earplugs and sleep mask, let your spouse navigate, put your seat back, and sleep away. Author and journalist Christina Katz loves sleep. She would count the ways but it might put her to sleep at her desk— although there is nothing wrong with that!


I have had four of my children involved with IB (International Baccalaureate), experiencing the system and curriculum from kindergarten all the way through high school, then graduating and two who now attend college. What I have found is both shocking and deep relief. I am going to start at the end of the story and work my way back. As other parents read this, what I hope is to get right to the end so that they can have the answer to the questions that I know that I had. Such as; does IB work? Does it really provide a better learning environment? Will it really help my child succeed and do better? Or, is this just a waste of time and I should have my kids focus on regular school, the traditional method that I went to as a kid. Most parents, myself included, want the best for their child and work extremely hard to provide a better life and future for them, more than we had. However, many parental decisions are chosen because of fear and familiarity. I know this worried me and I didn’t want to do something to them that would harm or limit them. For IB, I can answer these questions. IT WORKS!! I have two children who are in college, one who graduates with their MBA in two years and another who is about to finish their first year. Both have told me time and time again that school has been much easier for them than their peers. They see their friends struggling to stay organized, not understanding or even knowing the material, and not feeling confident in how to write the required essay/report or study for the exam. They laugh as young adults now and say they are grateful now for me putting them into IB, even though they spent their entire 4-years of high school complaining about all of the hard work. Their confidence is so much higher than their peers because they already have

42 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

these skills and this higher level of knowledge, reasoning, aptitude and alert quickness to absorb more. The stress is comfortable, as they have learned how to manage and thrive in those situations. IB provided them a conceptual and inquiry-based style of learning that would compel them to dig into the WHY and begin understanding HOW to learn. This enabled them to apply that knowledge beyond just that lesson, that class, that project, and find an open-mindedness with a global perspective to each subject. Additionally, they have a more complete and enriching college and life experience. This is a result from all of the community outreach programs, the required volunteer time, the cultural diversity that was mandated as part of the program’s graduation requirements. As a parent, I am so relieved and proud to see them flourishing. When they repeat to me how thankful they are for that IB training and experience, it affirms my decision not only with them, but with my youngest two children who are in an IB elementary and middle school program. Even with them, I can see that they tend to learn faster, are exposed to more, and have a deeper comprehension than their friends who do not attend the same school. Their homework is different and for me, the most striking difference of all, is hearing the conversations between them and their friends. The use of the language, words chosen, topics brought up and interactions between them is noticeable. I am a strong advocate for this program, and I highly recommend to any and all parents with children, to enroll their kid(s) into an IB school.

ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 43

Discover the unsearchable Discover the forest

Find a trail near you at DiscoverTheForest.org


Kailee M.

Everything you say and do creates an impact. becauseofyou.org







Strong Families Don’t Just Happen

Spend a little time talking to each other every day—take our Family Chatter challenge. Have some messy fun in the kitchen or at a craft table making some of our featured Snacks & Crafts. Teach your children how to organize thier toys with our Teach Your Kids Something New. Learn how to help children who really don’t like to read—check out our That’s Good to Know section. Enjoy life—TOGETHER!

54 58


Visit Us Online! ItsYourMagazine.com

Our FamilyChatter Challenge is simple— just do your best. Here are some easy questions that will hopefully inspire your family to engage in great conversations whenever, however, you can. Enjoy!

Live, Laugh, Love, and TALK TOGETHER!

What is your dream job and are you willing to do what it takes to get it?

Would you prefer to bike, hike or swim?

Where would you spend your summer if you could go anywhere?

Do you think there should be homework?

Do you like to stay up late or wake up early? Why? Do you want to live in your hometown forever or move somewhere new?

What is your favorite kind of car?

What is your favorite kind of candy?

Do you plan on having a job in high school? Where would you apply?

If you could take a one-day trip during spring break where would you go?

46 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

Want to retire like a champ? Get on track with tips at

What is your favorite dessert?

Motion Picture Artwork © 2018 Summit Entertainment, LLC. All Rights Reserved.

Do you like cereal or eggs for breakfast?

What is your all-time favorite movie?


Keep the Conversation Going with Follow-up Questions: o Interesting. What else can you tell me

about that? o Now what are you going to do? o No way! Can you tell me more? o Seriously? Then what happened? o How do you

feel about what happened?

o How does this make you feel? o What’s your next step?

W W W. F O S T E R N U T R I T I O N L L C . C O M Sara Sandhya Foster Jacobs, MScN, NTP


Again. I saw it again. Another post on social media from a friend singing the praises of her child who couldn’t stop reading: “How lucky am I?” she wrote. “My son finished Harry Potter and he’s only in second grade!” You are lucky, I thought, damping down my jealousy. My son hates reading. He loathes it with a passion unseen since he lost a game of Candy Land to me when he was three years old. I can’t exactly post “My son hates reading!” on social media, though. He’s a teenager now, and I’ve waited years to admit publicly how much he hates reading. I felt that my son’s lack of interest in reading meant that I was a bad mother, that I had failed somehow. However, the truth is kinder to me than I am to myself: reading is a pursuit that he is not passionate about. He can read. He doesn’t like to read. There is a difference. Ever since he was born, I tried to instill in him a love of reading. In no particular order, here are the wordnurturing, pro-book, literature-lovin’ experiences I exposed him to:

• I read in front of him. I love to read! • I read to him daily, from birth until third grade. • I took him to the library.

• I took him to story time at the library. • I signed him up for the summer reading program at the library. • I took him to the bookstore. • I bought him books from the bookstore. • I bought him books from the school book fairs. • I made sure his daycare was a developmentally appropriate, NAEYC-accredited childcare center that was chock full of book nooks, story times, and language-enrichment activities. I signed those homework reading logs that came home every night from kindergarten through sixth grade. I chatted with him about books. I bought him a Kindle. I downloaded books for his Kindle. Did I mention I read in front of him? I love to read!

• • • • •

Continued on page 51 48 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

Cut out this page. Then cut it down the middle. He takes his half, she takes hers. Keep it simple. Don’t keep score. Just enjoy life and each other— as often as you remember!

Let’s face it, most of us could use a little jump start now and then when it comes to relationships. That’s why we’ve included this section. Simple acts of kindness are a great way to say, “I care about you.” Date nights are great, but when life gets busy, sometimes all that’s necessary are little reminders!

Draw her a bubble bath with candles and candies. Figure out her least favorite chore and do it for her. Take her out to dinner somewhere new. Wake up early and make her a special breakfast. Ask her what her goals are for this year. Take an interest in her hobby. Encourage her to take her time to participate in her hobby.

Challenge yourself to complete all 10 ideas in each issue. Don’t just focus on the easy ones!

Buy her a new sweater. Tell her she looks pretty, even when she is in her pajamas. Ask her about her day.

ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 49

Cut out this page. Then cut it down the middle. He takes his half, she takes hers. Keep it simple. Don’t keep score. Just enjoy life and each other— as often as you remember!

Let’s face it, most of us could use a little jump start now and then when it comes to relationships. That’s why we’ve included this section. Simple acts of kindness are a great way to say, “I care about you.” Date nights are great, but when life gets busy, sometimes all that’s necessary are little reminders!

Go to his favorite type of movie with him. Figure out his least favorite chore and do it for him. Go for a hike. Cook him his favorite meal. Ask him what his goals are for this year. Take an interest in his hobby. Encourage him to take up a new hobby.

Challenge yourself to complete all 10 ideas in each issue. Don’t just focus on the easy ones!

Buy him his favorite type of candy or treat. Ask him about his work day. Put a love note in his lunchbox.

50 •  March+April 2020 • PP Parent Magazine

Continued from page 48

For years, I’ve felt bad about his lack of fervor for reading, especially during the dreaded “March Is Reading Month.” Until one day I stopped. It was the day a mom came over to pick up her child from a play date with my youngest (who loves to read, by the way). I don’t remember how the topic of my son’s lack of interest in reading came up, but she shared her thoughts. “I hate reading, too,” she commented. “It was never social enough for me. I always wanted to be doing something else.” Here she was, a successful vice president at an international company with three lovely children, confessing that reading wasn’t for her. It was a relief. It was the first voice I heard that defied the cacophony telling me that I must get my child to love reading. That day I allowed myself to believe, to embrace even, that my son could succeed in life even though he doesn’t like to read. Reading is not for my son. However, what is for my son is socializing with friends and family, chatting with anyone he meets, participating in classroom discussions, being a leader, playing sports, and being pretty great. Maybe I should put that on social media. He can’t be embarrassed by such a post. Chances are he won’t even read it. v

Katy M. Clark is a writer who celebrates her imperfections as a mom at ExperiencedBadMom.com.


By Sarah Lyons

Reduce Toy Clutter in Six Easy Steps Toy clutter—it’s a problem all parents face. From the toddler years when blocks, push toys, and board books seem to be scattered down the hallway to the school-age years when kids collect tiny Legos, matchbox cars, and Barbie dolls, clutter remains an ongoing issue. A toy rotation is one way to fight this problem. Step 1: Gather In the main play area, gather all the toys to the center of the room. You are making a bigger mess at first, but this will help you get organized in the long run. “It may be best to start this process when the kids are in bed or out of the house,” says Colorado Springs, Colorado, mom Kara Thomas. The process may go quicker and smoother sans children. However, if that isn’t an option, get the kids involved and have them help bring toys to the center of the room.

Step 2: Reduce Go through the pile you have gathered and throw away broken toys and items that have missing pieces. Take out any toys that are no longer age appropriate. Last, pick out toys that the children don’t play

with. Jill Miller, Cedar Rapids, Iowa, mom of two, says, “We purge things every year for the annual neighborhood garage sale. It also gives us a little cash boost.” If your family is not up for the work that goes into selling items, consider donating them to a local charity or passing them along to a friend.

Step 3: Sort Once you have reduced the number of toys, you should be left with age-appropriate toys that your children enjoy. Now divide the toys into three categories: thinking toys (puzzles, board games, shape sorters), pretend play (play food, dolls, blocks), and toys that encourage gross motor play (balls, push toys, cars). When you have the items sorted, there should be three piles, one for each category. Continued on page 55

52 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

©2019 ALSAC/St. ©2019 ALSAC/St. Jude Children’s Jude Children’s Research Hospital Research(BAM773) Hospital (BAM773)

St. Jude patient Keeton, blood cancer pictured with his mom St. Jude patient Keeton, blood cancer pictured with his mom

Keeton’s family didn’t give up. We won’t either. Keeton’s family didn’t give up. We won’t either. When Keeton was found to have blood cancer, his family was referred to St. Jude for treatment, where he’s undergoing two-and-a-half years When Keeton was found to have blood cancer, his family was referred to of chemotherapy. “St. Jude means everything to me,” said Keeton’s mom. St. Jude for treatment, where he’s undergoing two-and-a-half years “They’re saving my baby’s life.” Treatments invented at St. Jude of chemotherapy. “St. Jude means everything to me,” said Keeton’s mom. have helped push the overall childhood cancer survival rate from “They’re saving my baby’s life.” Treatments invented at St. Jude 20% to more than 80% since it first opened more than 50 years ago. have helped overall cancer survival rate from We won’t stoppush until the no child dieschildhood from cancer. 20% to more than 80% since it first opened more than 50 years ago. We won’t stop until no child dies from cancer.

Learn more at stjude.org Learn more at stjude.org

Cracker Flower YOU’LL NEED

• 5-inch corn tortillas • 8 Wheat Thins™ crackers (each) • Cheddar cheese Easy Cheese • sliced olives

• paper plates • optional: other small ingredients such as pickle circles, pimentos, carrot circles


• Give each person a paper plate and a corn tortilla. • Squeeze 2 circles of cheese—one circle inside of the other. • Arrange the crackers on top of the circles of cheese to make a flower shape (the cheese acts as glue). • Use the cheese to squeeze a simple design on top of the crackers. Decorate the flower with olives (or other small ingredients).

St. Patty’s Rainbow Cookies YOU’LL NEED

• 16.5 oz. Pillsbury prepared sugar cookie dough • flour • red, yellow, green, and blue food coloring • white frosting • 3 cups mini marshmallows • mixing bowl • waxed paper

• plastic wrap • rolling pin • ruler • sharp knife • baking sheet • table knife • plate/bowl with 5" flat bottom • optional: latex gloves


• Bring the dough to room temperature, then place the dough in the bowl. Follow the package instructions to add flour for cut-out cookies. • Divide the dough into four equal pieces. One at a time, place a piece of dough in the bowl and knead in 8-10 drops of food coloring— one color for each piece of dough. (Wear gloves and change them between colors. Clean the bowl between colors as well.) • Loosely wrap each piece of dough in plastic wrap and shape each piece into a 2x4-inch rectangle. Chill. • Place a rectangle of dough on a piece of waxed paper. Cover with a second piece of waxed paper. Roll the dough into a 6x8-inch rectangle. Remove the top piece of waxed paper. Repeat, rolling the remaining colors of dough. • Stack the rectangles of dough on top of each other, using waxed paper to position the dough. Carefully remove the waxed paper. Stack the colors in this order: blue, green, yellow, red. Chill the dough. • Use a sharp knife to trim the edges of the stacked dough so they are even. Slice the stacked colors into ½ x 6-inch strips. • Line the baking sheet with waxed paper. Place the strips on the baking sheet with the multi-colored edge up and shape into an arch with red on the top. Space the arches 2 inches apart. • Place a piece of waxed paper over the strips of dough. Gently press each strip with the flat bottom of a bowl or plate until it is ¼-inch thick. Bake according to the package instructions. Cool. • Spread frosting at each end of the arch. Press mini marshmallows into the frosting to create clouds. 54 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

Continued from page 52

Step 4: Divide Divide the toys into three to four groups. Each group should have equal numbers of toys from the categories of thinking toys, pretend play, and gross motor toys. Place each group of toys into a large box and label it. Plastic tubs work well and can double as a toy box.

Step 5: Store Once the toys are sorted and separated into three to four boxes, keep one out and put the remaining boxes in storage. Make sure you have easy access to the stored boxes so you can rotate them frequently.

Step 6: Rotate Decide how long to keep a box out for play. Some families switch weekly, while some switch every two to three weeks, and some may switch every month or longer. Choose a time that works for your family. When each box is out, take note of what toys are most popular and which items get ignored. As you are packing up the box, remove the items that didn’t get played with and donate or sell them. By implementing a toy rotation system, you will be able to cut down on toy clutter in your living space because three-fourths of the toys will be in storage at any given time. In addition to a tidier home, there will also be less mess for kids to clean up and a better chance for all the toys to be utilized. v Sarah Lyons is a mother of six children and knows a lot about toy clutter. She writes from her home in suburban Kansas City.

Reduce Toy Clutter • Participate in garage sales or consignment sales. “We sell toys they are done playing with,” says Olathe, Kansas, mom of five Deanna Brown.

• Pass them along to a friend or a family in need. • Donate to a local charity. • Give them to the church nursery or a preschool. Many times an area church or preschool may be in need of used toys in good condition for their classrooms.

• Take them to Grandma’s house. Now the kids will have something to play with when they visit.

• Try the Konmari method using the book The Life

Changing Magic of Tidying Up: The Japanese Art of Decluttering and Organizing. “I use the Konmari method on the toys and ask, ‘Does this bring my kids joy or me joy?’ If not, then I get rid of it,” says Kassie, mom of three.

• Throw out the junk. Get rid of cheap toys from fast-

food kids’ meals and carnivals. These toys rarely offer many hours of play time and often break easily.

Easter Snack Mix YOU’LL NEED

• 2 cups stick pretzels • 2 cups plain Cheerios™ cereal • 2 cups Chex™ cereal (any flavor) • 1 cup honey-roasted peanuts • 1 cup plain M&Ms™ in pastel colors • 1 cup vanilla chips

• 4 tablespoons pastel sprinkles • large mixing bowl • table spoon • large spoon • 2-cup microwaveable measuring cup • microwave


• In the mixing bowl, combine pretzels, cereals, peanuts, and M&Ms. • Place the chips in the measuring cup and microwave on high, stirring often (every 20-30 seconds) until just melted. Do not overheat. • Drop small spoonfuls of melted chips all over the cereal mix and stir with the large spoon. Add sprinkles while the chips are still warm as you stir. Continue stirring until the cereal mix is coated. Scoop into cups and serve (see the Bunny Snack Cup craft for serving suggestion).

Open-“Faced” Sandwiches YOU’LL NEED

• sliced bread • green leaf lettuce leaves • Ranch dressing or mayonnaise • boiled eggs, shelled and sliced into circles • tomatoes, sliced into circles

• black olives, sliced • round lunch meat • string cheese • plates • knives • tray to lay out ingredients


• Give each person a plate and a slice of bread. • Spread dressing or mayonnaise on the bread. • Use the ingredients on the tray to create a face on the bread: lettuce first for hair, meat for skin, egg circles and olives for eyes, olive nose, tomato mouth (or cheeks) or string cheese mouth.

These fun sandwiches are so cute, and fun to make. In addition to being delicious they’re also a healthy snack you won’t feel guilty feeding to your children.

56 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com


Up to 40% of businesses never recover after experiencing a major disaster. Do you have a plan to keep your business running if disaster strikes? For a free online tool that helps you develop an emergency plan, visit Ready.gov/business.

LiquidationMag_7x10.indd 1

5/6/11 10:59 AM

Edible Easter Centerpiece YOU’LL NEED

• 32 oz. wide-mouthed jar with lid • foil-wrapped chocolate bunny to fit inside the jar • foil-wrapped chocolate eggs • Easter grass

• 18- and 24-inch lengths of Easter ribbon • hot glue gun and hot glue sticks


• Tie the 18-inch length of ribbon around the neck of the chocolate bunny. • Tie the 24-inch length of ribbon around the neck of the jar. • Place a small handful of Easter grass in the bottom of the jar. • Place the bunny in the jar near the back. Hot glue the foil around the bunny to the jar as needed to hold the bunny in place (where the bunny touches the jar near the top). • Arrange chocolate eggs on the grass in front of the bunny. • Put the lid on the jar.

These simple crafts are perfect for small children who want to spend some time at the craft table during Easter.

Bunny Snack Cup YOU’LL NEED

• white 16 oz. plastic cup • two 1.5 cm wiggle eyes (colored ones are fun) • one 1.5 cm pink plastic jewel • 12-inch chenille wire, cut in half • hot glue gun and hot glue

sticks • black fine-point permanent marker • white and pink card stock • scissors • school glue stick


• Squeeze a drop of hot glue onto the cup for the eye and place the back of the eye on the glue. Repeat for the second eye. • Twist the two pieces of chenille wire together at the center to create whiskers. Squeeze a drop of hot glue onto the cup one inch below the eyes where the nose will go. Press the center of the wires into the glue and hold for a few seconds until set. • Squeeze a drop of hot glue onto the twisted center of the wires. Press the pink jewel nose onto the glue. • Use the permanent marker to draw a mouth below the nose and whiskers. • Out of the white card stock cut two 1.5x5-inch ear shapes. Out of the pink card stock cut two 1x3-inch ear shapes. • Use the school glue stick to glue a pink ear shape inside each white ear shape. • Use hot glue to attach the ears to the cup just below the rim. Optional: curl the top of each ear around a finger.

58 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

Th e Ear ly L e ar n in g Co alitio n o f th e Emer al d Coast's mi ssi on i s to su ppo rt th e su cce ss o f e ve r y ch ild an d th e i r fami l y thr ough qu ality ear ly edu catio n an d car e.

Enroll in Florida’s FREE VoluntaryCWhei lpdr Co vairdee Qf rueees trieosnosu? r c e a n d r e f e r r a l s e r v i c e s t o l o c a l f a m i l i e s regarding childcare. Prekindergarten Parent Line: (850) 833-9333 Edu ation Progra Ear ly L ear n in g Co aliti on of the Eme r al d Coa 113 0 N Eglin Par kway, Shal i mar , FL 32579 (8 5 0 ) 8 3 3 -3 6 2 7 www.el c-ec.o rg

Get ready, set a time, and read!

Voluntary Prekindergarten

Florida offe rs fr ee pr eki n der gar ten fo r all 4 -ye ar-o lds re gardle ss o f family income. Children must l i ve i n Fl o r i da an d be 4 ye ars o ld o n o r be fo re September 1 of th e cu r r en t year to be e ligible . If th e ir birth day falls from Fe bruary 2 th r o u gh S eptembe r 1, yo u may wait to e n ro ll yo u r child the followi n g year wh en th ey are 5 .

Support the success of every child and their family through quality early education and care. Enjoy the books and the activities chosen for this edition to support your child’s early literacy skills.


Apply online by vi si ti n g: www.familyse r vi ces.fl o r i daear l yl e arn in g.co m

By Peter Linenthal, ISBN-10: 0525420282 R e se ar ch sh o ws that c hildren who parti ciInfants pate i n hwill i gh -qu al i tylooking at such a high-contrast book. This short and exciting read can be read repeatedly to love pr e kin de rgarten pr ograms ar e be tte r pr e pare d fo r Early sch ooliteracy l and infants. begins during infancy. Reading to infants in the earliest months sparks the parts in their de ve l o p l i fe l o ng soci al an d e mo ti on al ski l l s.

brain needed for understanding language. When infants are exposed to rich language, it provides them with strong foundational skills for learning literacy.

ACTIVITY: yourninfant lying their mi back, Th e Early Le arnWhen in g Co alitio of the is Eme r al d on Coast's ssi onhold i s toa toy above their face and slowly move the toy from su to pposide. rt th eThis su cce ss o f infants e ve ry chi l d and i r fami lthat y thr ough side helps use eye the muscles will be needed for reading in the future. Touch them on their qu ality arly e du catio n aninfant d car e . sees your happy facial expressions. This will help develop your bond—all while nose and emake sure your helping them develop skills. Child Care Questions? We provide free resource and referral services to local families regarding childcare.


a r e n t LBoynton, i n e : ( 8 5 0 )ISBN-10: 833-9333 By PSandra 067144901X

Roaring laughter is guaranteed when you read this book with your toddler. This quirky yet rhythmic book will effortlessly capture the attention of your little mover. The rhythm of this book will entice your toddler ar ni ng Coal i ti on of the Eme r al d Coast as they enjoy hearingEarly howLewords sound and connect to one another. This is the best way to help your child 113 0 N Egl i n P ar kway, S hal i mar , FL 32579 learn how language works. (8 5 0 ) 833-3627


www.el c-ec.o rg

Talk about the book with your toddler as they ask you questions. The best way to gain their interest is to follow what excites them about the book. Is it silly when the cow says “baaa”? What does a cow really say? What does the cow look like? What says “baa” instead? When your toddler takes over reading, let them read to you!


By Stephen T. Johnson, ISBN-10: 0670856312

Look within the details of this book to find the letters within real-life materials. Preschoolers enjoy searching for the letters within their environment. They actively seek letters in their own name and the names of those closest to them. Can Ally find the letter “A” shape within the sawhorse? When they find it, trace the letter and discuss how they knew it was an “A.” What other letters can your preschooler find?

ACTIVITY: Using wooden blocks and other loose materials, work with your preschooler to create letters of their choice. Create using fun materials that your preschooler already enjoys working with and take photographs of the letters your preschooler created. Place the pictures in an area your child can see them clearly daily. This opens the door for even more discussions and opportunities for learning.

ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 59

Glowing Easter Eggs YOU’LL NEED

• jumbo-sized plastic Easter eggs (about 3 inches long) • LED tea lights—one for each egg

• small Easter stickers • optional: permanent marker, filled goodie bag for each egg


• Decorate the large half of the eggs with stickers. • Optional: write a number on the bottom of each egg, a different number on each one. Number goodie bags to correspond with the eggs. • Turn on each tea light and place one in each decorated egg. Place the glowing eggs around your yard, or line the walkway to your door. • Optional: have a nighttime Easter egg hunt. Each participant finds a glowing egg with a number on the bottom. That person receives the goodie bag with the number matching his or her egg.

A fun, new, easy and inexpensive twist on Easter eggs hunts!

Shamrock Pencil Topper YOU’LL NEED

• glitter shamrock die cut (foam or card stock)—about 3 inches wide • plastic gold coin (about 1 ¼-inch diameter) • brightly decorated #2 pencil

• 12- to 18-inch length of narrow St. Patrick’s Day ribbon • brightly decorated #2 pencil • hot glue gun and hot glue sticks


• Hot glue the coin to the center of the shamrock. • Hot glue the bottom half of the shamrock to the eraser end of the pencil. • Tie the ribbon into a bow around the pencil and the stem of the shamrock.

Have fun making these shamrock pencils. Then send them off to school with your children. These pencils will make schoolwork a bit more fun for your childen on Saint Patrick’s Day.

60 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

BECOMING ONE WITH NATURE Transitioning to plant-based diets can be very complex and challenging. As a parent, it is very important to become familiar with this lifestyle if you or your children are considering becoming or are already eating as a vegetarian or vegan. I have been vegetarian for two years but lately have begun eating more vegan options when possible. Through my process of cutting out meat, seafood, and dairy milk, I have learned a lot about the different types of recipes and substances that I need to be consuming. For instance, I now take B12 vitamins in order to compensate for the lack of B12 in my diet as a result of eliminating meat from my diet. Though there are many assumptions surrounding plant-based diets, a little research and small changes can impact your life. There are plenty of snacks and meals beyond salads that provide the fiber, protein, and all other components necessary for proper health and nutrition. I have included quinoa, chickpeas, cauliflower, legumes, and more in my daily diet. Further, some specific brands that I love are Gardein and Morningstar, which provide alternative

meat products. These make for very convenient dinners that typically revolve around meat dishes, such as chicken or burgers. If the environment is a key factor in your diet transition, it is also important to research the impact different products have. For example, though non-dairy milk has become popular, it took me awhile before realizing that almond and soy milk have detrimental impacts on the environment—equivalent to that of dairy milk. Good alternatives for anyone interested include oat milk, cashew milk, and coconut milk. Luckily for me, most of my family and friends are very supportive of my decision, though I still get teased for it a lot by others. It is very important to support your children’s decisions to change their lifestyle. It makes transitioning to these types of diets, or just simply including more options into a meat diet, much easier and more welcoming. Though it can be difficult, with time and research you or your children will be able to find healthier ways to eat. v



ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 61

March S




2 9 16 23 30


3 10 17 24 31


4 11 18 25


5 12 19 26



6 13 20 27


7 14 21 28


April T




S 1 2 5 6 3 4 7 8 12 13 9 10 11 14 15 1 19 20 21 22 6 17 18 23 24 26 27 25 28 29 30


Making the Most of Life on the Coast! We live on a beautiful coast that has so much to offer, and we’re here to make sure you know what’s going on in your own backyard. Enjoy!

Seasonal St. Patrick’s Day at Kells

Fri, March 13 – Tues, March 17 – Portland Feel the luck of the Irish at Kells Irish Pub and enjoy amazing music, dancing, and bagpipes! This St. Patrick’s Day festival is sure to be one for the books. For more information, please visit www.kellsportland.com.

St. Patrick’s Day Parade Sat, March 14 – Hillsboro

The St. Patrick’s Day Parade at Hare Field is a Hillsboro tradition! The parade starts at Hare Field and heads east to Cornell road. This event is free, and for more information, please visit www.events12.com.

Eggs from the Sky

Sat, April 4 – Portland (10:00a.m.) You’ve never seen an Easter event like this one before! With 25,000 eggs, 1 helicopter, and 1,500 children and their families, this is an Easter egg hunt your little ones won’t soon forget. Not only that, there will be games, entertainment, and the Easter bunny himself! For more information, please visit www.events12.com.

Bunny Hop Through the Pearl

Sat, April 11 – Portland (11:00a.m.) Celebrate Easter and the start of Spring at the Pearl with fun activities, entertainment, treats, and a photo-op with the Easter bunny! There will also be an opportunity to collect stamps from local vendors to be entered in to win raffle prizes! For more information, please visit www. explorethepearl.com.

St. Patrick’s Day Parade and Festival Sat, March 14 – Portland

St. Patrick’s Day Parade and Festival is fun for the whole family! There will be a family-friendly parade at noon, then a carnival at St. Agatha Catholic School until 4:30p.m. Attendees will be able to enjoy Irish music, dancing, food, and a beer garden. For more information, please visit www. events12.com.

Rabbit Romp

Sat, April 11 – Portland Head to the Oregon Zoo and celebrate Easter with the real bunnies and the other wild and amazing animals that live there! Festivities include candy-egg hunts, bunnies to pet, arts and crafts, photos with the Easter bunny, and more! For more information, please visit www. oregonzoo.com.

62 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

The Arts National Geographic Live

Mon, March 2nd – Tues, May 5 – Portland Head to Portland Theater and get ready for a thrilling and exciting speaker series by esteemed scientific magazine National Geographic! This is a great opportunity to see your favorite explorers, scientists, and photographers speak in person. For more information, please visit www.portland-theater.com.

Disney’s Frozen: The Musical

Thurs, March 5 – Sun, March 22nd – Portland Just let it go at Portland Theater during their production of Disney’s Frozen! This Broadway smash hit has already earned 3 Tony nominations, and your little ones won’t want to miss seeing Elsa, Anna, and Olaf in real life! Tickets start at $60.00, and for more information, please visit www.portland-theater.com.

Oregon Music Festival Fri, March 13 – Portland

The Oregon Music Festival is a festival that brings together the best of the best in music from all over the world! The 2020 season is inspired by the paintings of Iranian artist Hessam Abrishami, making this year the season of color! Expect to see extraordinary artists, dramatic performances, and so much more! For more information, please visit www.oregonmusicfest.com.

Baby Shark Live

Fri, March 27 – Sat, March 28 – Portland If the Baby Shark song is still stuck in your head, then you’ve got to head to the Portland Theater

and see Baby Shark Live! This sing-a-long is perfect for the little ones, as they will learn about shapes, numbers, and more. Tickets start at $40.00, and for more information, please visit www.portland-theater.com.

The Portland Lindy Exchange

Fri, April 10 – Sun, April 12 – Portland Grab your dancing shoes and head to the Portland Lindy Exchange (PDXLX)! This is the biggest annual swing dance weekend in Oregon, celebrating the music and vintage swing dances of the early 20th century including Lindy Hop, Charleston, Balboa, and Collegiate Shag. For more information, please visit www.pdxlx.com.

Oregon Music Festival

Thurs, April 16 – Mon, April 20 – Ashland The Ashland Independent Film Festival is back and better than ever! This festival features world-class films, locally made films, after-parties, awards, panels, and more. This is a movie festival you don’t want to miss! Over 7,000 film lovers gather at the art-deco Varsity Theatre, the Historic Ashland Armory, and other venues to watch over 100 documentaries, features, and short films in five days. For more information, please visit www.ashlandfilm.org.

Runs, Walks & More iRun for Kids Race

Sat, March 14 - Albany Meet up with over 650 runners for the annual iRun for Kids race! This event starts and finishes at the West Albany High School stadium, and is a great run for the serious racer, as well as a

fun run for all ages. Proceeds benefit the Albany Public Schools Foundation, and for more information, please visit www.runguides.com.

The Dirty Leprechaun Sat, March 14 - Tualatin

Well, look no further! The annual Dirty Leprechaun features a 5K or 10K walk/run obstacle course that will leave you completely covered in mud from head to toe! All skills are welcome, and for more information, please visit www. runguides.com.

Portland Shamrock Run Sun, March 15 - Portland

The Portland Shamrock Run is the largest running and walking event in Portland, and offers a scenic 5K, 8K, 15K, and half marathon! This festive race has a cap of 35,000 runners, and does have a history of selling out, so it is recommended to register in advance. For more information or to register, please visit www.runguides.com.

The Ruff

Sun, March 15 – Skamania County The Ruff is a scenic 7-mile race that runs up Dog Mountain in the beautiful Columbia River Gorge area. Start by running straight up 3 miles to the summit of Dog Mountain, and then rush down 4 miles to the finish line! Runners can expect incredible views of the Columbia River, Mount Hood, and Mount St. Helens. For more information, please visit www.runguides.com.

Tulip Trail Run

Sat, March 21st – Woodburn This off-road run is one you definitely don’t want to miss! Full of scenic views, the Tulip Trail

Run takes you through the gorgeous tulip fields and around the farm. This event will benefit the Oregon City High School Track and Field and Cross-Country Teams, and for more information, please visit www.runguides.com.

Couve Clover Run

Sun, March 22nd – Vancouver Celebrate in your most festive green at the annual Couve Clover Run! Participants can run or walk 3, 7, or 10 miles on this extremely fast and scenic course! This run will benefit local charities, and for more information, please visit www. runguides.com.

Hood to Coast Windy River Run Sat, April 4 – Cascade Locks

Those who participate in the Hood to Coast Windy River Relay can choose between a 61-mile relay run or a 49-mile relay walk. Finishing on the beautiful banks of the Hood River waterfront, the looped course will take participants from downtown Hood River through the beautiful orchards towards the Cascade Mountain’s majestic views and serene waterways. For more information, please visit www.runguides.com.

Bridge to Brews

Sun, April 5 – Portland The annual Bridge to Brews race is an 8K and 10K run that takes runners over multiple bridges in the downtown Portland area! The post-race “brews” section of the event features a classic Portland beer festival where runners get to sample local beer, cider, and distilleries. Participant receives a commemorative Bridge to Brews tasting cup and tasting tickets with registration. For information, please visit www.runguides.com.

ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 63

Hop Hop Half

Sat, April 11 – Portland This fun, Easter-themed run features a gorgeous half marathon and 5K course that gives participants beautiful views of the Columbia River for the entire race! With giant Easter egg medals, mimosas, Easter brunch snacks, Easter egg painting, costumes, and more, this event is fun for the whole family! For more information, please visit www.runguides.com.

CPRD Camellia Run

Sat, April 18 – Newberg This fun, laid back 5K/10K run/walk starts and finishes at the renowned Newberg Camellia Festival at the Chehalem Cultural Center. Those who finish the run will receive a potted camellia, t-shirt, entry into the festival, raffle prizes, virtual goody bag, and refreshments. The Newberg Camellia Festival is free to the public and includes food carts, a beer, wine, and sake garden, live performances, and interactive activities! Proceeds benefit the Chehalem Park & Recreation Department Youth Sports Program, and for more information, please visit www.runguides.com.

The Gresham Lilac Run Sat, April 18 – Gresham

Lace up and join the city of Gresham’s 5K, 10K, and half marathon event, the Gresham Lilac Run. Each course incorporates one or more of the hidden gems of the city trail system. Trails will include the Saddle Butte Trail, Springwater Corridor, and Butler Creek Trail. For more information, please visit www.runguides.com.

Spring Classic Half Marathon, 10K, and 5K Sun, April 19 – Portland

This beautiful, flat, and fast course along the Columbia River is a wonderful way to hit the ground running! Choose from either a half mara-

thon, 10K, or 5K, and enjoy post-race music, fun vendors, and refreshments! For more information, please visit www.runguides.com.

Rip City Race for the Roses Sun, April 26 – Portland

This chip-timed race takes you across the Broadway Bridge through downtown Portland and includes a half marathon, 10K, 5K, and the Nike Made to Play kids 1K. Participants will receive an official race t-shirt, medal, long-stem rose, mimosas, and more! All proceeds benefit Albertina Kerr, a nonprofit organization that works to empower people experiencing mental health challenges to lead self-determined lives and reach their full potential. For more information, please visit www.runguides.com.

5K Fun Run Series – Fernhill Park Sun, April 26 – Portland

Portland Parks & Recreation’s 5K Series are family-friendly 5K races that take place monthly at parks throughout the Portland area. Each event features a Children’s 1K Fun Run and a 5K. Participants will also be able to enjoy amazing raffle prizes, music, face painting, arts and crafts, vendors, and lots of bananas! For more information, please visit www.runguides.com.

Sounds Fun Women’s Expo

Sat, March 14 – Portland (10:00a.m.) This one is for the ladies! Head to the Oregon Convention Center for the Portland Women’s Expo which features a fun fashion show, food samples, a beer and wine garden, rock wall, health and beauty products, and more! The event is from 10:00a.m. until 5:00p.m., and for information, please visit www.pdxwomensexpo.org.

64 • March+April 2020 • PP Parent Magazine • ItsYourMagazine.com

A Festival of Quilts

Fri, March 20 – Sat, March 21st – Clackamas (10:00a.m.) Admire hundreds of quilts, see demonstrations, and shop at the Festival of Quilts at Camp Withycombe. Admission is $8.00 per day, and children 12 and under are free. There will be over 300 quilts on display, vendors, special exhibits, a treasure hunt for the kids, food, drinks, and more! For more information, please visit www.northwestquilters.com.

Hot Rod Show

Fri, March 20 – Sun, March 22nd – Portland Cars, cars, and more cars! See 400 outstanding cars, trucks, and motorcycles at the Portland Roadster Show at the Portland Expo Center. For information, please visit www.events12.com.

Tulip Festival

Fri, March 20 – Sat, May 2nd – Portland Tip toe through the tulips and see 40 acres of beautiful tulips and daffodils in bloom at Tulip Fest at the Wooden Shoe Tulip Farm in Woodburn. Children 12 and younger are free, and for information, please visit www.events12.com.

Treasure Finding Fair

Sat, March 21st – Sun, March 22nd – Ridgefield Learn about gold panning and metal detecting at the Portland Gold and Treasure Show! With more than 33 ounces of gold, $110,000 in prizes including trips and equipment, vendors, new equipment releases, local prospecting clubs, and top-notch seminars from industry leaders, you’re in for a real treat! The panning zone is a show favorite and a great experience for kids of all ages, as they learn and refine skills from some of the best gold miners around. The best part is that you keep everything you find, and for information, please visit www.events12.com.

Whale Watching Week

Sat, March 21st – Sun, March 29 – Newport It is that time of year to see majestic whales swim and play in the wild! People come from all over the world to learn about the gray whales that travel along the Oregon coast each year. The Whale Watching Spoken Here program places volunteers at great whale watching sites to help visitors watch whales along the Pacific Northwest Coast. For more information, please visit www.oregonstateparks.org.

the Tualatin Library Foundation endowment, and for more information, please visit www. events12.com.

Thurs, April 2nd – Fri, April 3rd – Portland TechfestNW is a global gathering of technology and business leaders, innovators, and entrepreneurs held at Portland State University’s Viking Pavilion in downtown Portland. This event will have speakers, parties, networking opportunities, competitions, demonstrations, and more. For more information, visit www.techfestnw.com.

Sat, April 4 – Portland Museum Day is a one-day event in which participating museums and cultural institutions across the country provide free entry to anyone presenting a Museum Day ticket. Participants are allowed to download one ticket per email address, and the ticket provides free general admission on Saturday, April 4, 2020, for two people. For information, including a list of participating museums, please visit www.smithsonianmag.com.


Sun, April 5 – Portland (1:00p.m.) Support scientific research, science education, and public policy based on science at the Portland ScienceFest, which includes speakers, workshops, and kid’s activities at White Stag Block. For more information, please visit www. marchforsciencepdx.org.

First Friday of each month – Portland (10:30a.m.)

Quilt and Craft Show

Thurs, April 16 – Sat, April 18 – Portland Head to the Portland Expo Center for this year’s Quilt, Craft, and Sewing Festival! This event offers workshops, seminars, vendors, fabrics, supplies, and more! For more information, please visit www.events12.com.

Astoria Seafood Festival

Fri, April 24 – Sun, April 26 – Astoria Head to Astoria for their 38th Annual Astoria Warrenton Crab, Seafood, and Wine Festival! This event boasts delicious coastal cuisine, arts and crafts, wine tasting, and more! Hosted by the Astoria-Warrenton Chamber of Commerce, this tasty event is sure to please! For information, please visit www.astoriacrabfest.com.

82nd Avenue of Roses Parade Sat, April 25 – Portland

Be dazzled by incredible floats, works of art, music, and fun at the 82nd Avenue of Roses Parade! This fun and festive parade is followed by an Asian New Year celebration at Glenhaven Park, which is sure to be a blast for the whole family! This event is free, and for more information, please visit www.events12.com.

Sat, April 25 – Sun, April 26 – Portland See thousands of fabulous flowers in bloom at the Oregon Orchid Show and Sale! Blooming orchids will be on display and for sale at this event, which is billed as the largest orchid show in the Pacific Northwest. For more information, please visit www.events12.com.

Food Truck Festival

Sat, April 25 – Sun, April 26 – McMinnville Mon, April 13 – Tualatin (7:00p.m.) Explore the diversity of Oregon wines and sample different wines from Southern, Central, and Eastern Oregon wine regions. Tickets are $45.00 per person, and include wine tasting, food, music, and a wine glass! Proceeds benefit

Experience the great outdoors and what it’s like to live on a farm at the Oregon Ag Fest in Salem! This event gives attendees the opportunity to plant a seedling, ride a pony, watch chicks hatch, pet a rabbit, and dig for potatoes! Children under 12 are free, and free parking is available, as well. For more information, please visit www.events12.com.

Micah & Me

Oregon Orchid Show and Sale


Sat, April 25 – Sun, April 26 – Salem

Reoccurring Local

Technology Convention

Free Museum Day

Agricultural Festival

If you’re headed to the Mac Food Truck Fest in McMinnville, you better come hungry! This event features two stages with great live music, a baby animal area for kids, and 35 food trucks from across Oregon! Children under 12 are free, and for more information or to purchase tickets, please visit www.events12.com.

Visit Two Sisters Play Café the first Friday of each month for an in-house dance party and music show for kids of all ages! Micah & Me have the ability to connect with youngsters of all ages while playing live, fun-filled music on the guitar and ukulele. For more information, please visit www.micahandmerocks.com.

Storytimes in Milwaukie

Every Monday, Tuesday, Wednesday, and Thursday – Milwaukie (10:00a.m.) Head to the Library to enjoy story time with your kids! Each Monday and Tuesday, there will be story time for toddlers ages 1-3. On Wednesdays and Thursdays, story time will be for children ages 3-5. For more information, please visit www.milwaukieoregon.gov.

Honeybee Hikes

Every Wednesday – Portland (10:00a.m.) Leach Botanical Garden is hosting Honeybee Hikes! This activity is geared towards children ages 2-5, accompanied by an adult. You will get the chance to look for wildlife, listen to the wind and the creek, touch a thimble-berry leaf, water the Children’s Discovery Garden and maybe even eat a raspberry right off the vine! The guides will then read a story and help children craft something fun! Each week is different with seasonal themes. For more information, please visit www.leachgarden.org.

Portland Art Museum

Every Friday – Portland (5:00p.m.) Every Friday evening, the Portland Art Museum is offering a different museum experience for only $5.00 after 5:00p.m. This experience will be much more relaxed, more interactive and a more social experience. You can expect to see a pop-up pub, unique tours and games, photo booths, art guides and more! For more information, please visit www.portlandartmuseum.org.

Dragon Theater Puppet Show

Every Friday – Portland (6:30p.m.) The Dragon Theater will have a free puppet show with paid admission to PlayDate PDX. These shows are fun for all ages and change weekly! For more information, please visit www.playdatepdx.com.

ItsYourMagazine.com • PP Parent Magazine • March+April 2020 • 65