Not Your Mother’s PTA

pta-meeting-parents-e1316549376678With the new school year in full swing, it’s a good time to emphasize the importance of parent involvement. This is the time to make a resolution to actively engage in your children’s education. One of the easiest and most accessible ways is to join and become active in the PTA.

Do you think PTA is synonymous with bake sales?

Think again — today’s PTA is about a lot more than cupcakes

We know that research indicates that students whose parents are actively involved in their schools have better grades, attendance, behavior, and graduation rates. But PTA membership is a personal investment you make not only for your child, but for yourself too.

Many opportunities await you at your next PTA meeting. Advocating for a worthwhile mission, having a positive impact on your schools, and supporting amazing events for students are the obvious benefits of PTA involvement. But I have also witnessed more subtle perks that may come to active parents.

Here are five things that you might not know about today’s PTA:

1. Volunteer and get access.

Being an active PTA member gives you legitimate reasons to have input and to be in your children’s school during the school day.  For example, do you want to have a say in booking a children’s author, a play or a music or science program for your children’s school?  Then join your PTA’s cultural arts committee. You will work closely with your principal and teachers to plan enriching events that PTA fundraising supports.  As a member of the committee, you will be able to attend programs to assess their success.

By becoming a known quantity to school staff, you will get a birds-eye view of what’s going on and principal, faculty and staff will know you by name. This will come in handy should you ever have a question or concern. Similarly, you may be asked for your perspective as a parent when issues occur. It’s sort of like the classic Peter Sellers movie, Being There. Because you are there, you may become a go-to parent.

2. Contribute and make friends.

You will meet like-minded parents who have children of comparable ages, with whom you will share similar concerns, goals, and hopes for your children. You will form close friendships and you will help one another through the sharing of ideas. If you are new to an area or your first child is starting school, PTA is a good place to meet people.

3. Give and receive much more.

PTA provides you with a wonderful outlet and platform for your passions. For example, if you are passionate about healthy eating, you can join the PTA’s health and wellness committee, and exert influence not only on the school lunch program, but also on classroom practices, such as giving candy for rewards.

If you are a parent of a child with special needs, you are probably already a strong advocate for special education. It is essential that you join SEPTA, Special Education PTA. There you will meet like-minded parents and professionals who will provide you with a support network, cutting edge information and strategies to help your child succeed. You will have the benefit of attending presentations by outside experts. And you will be able to forge positive relationships with district special education administrators, who attend SEPTA meetings. This will give you easy access to these professionals, should you have questions or concerns.

4. Be a player and get the “skinny.”

You will reap enormous benefits if you rise to the highest levels of PTA leadership. If you are the PTA president of your school or a member of your District PTA Council, you will meet with your Superintendent of Schools on a regular basis.  He or she will update you on news, issues and problems and ask for your support. If you are a person who likes to be in the know, you will be informed of everything from district accomplishments to drug busts. You will have the information first and will be the one to share it with your members.  The superintendent will also solicit your opinion and may ask for you to poll your members on various issues, such as proposed budget cuts.

As a key stakeholder, you may also be asked to serve on interview committees, citizens’ advisory committees, and task forces.  The superintendent may also recruit you to help plan district-wide events, and to request that PTA help sponsor them.

5. Hone your skills and show what you can do.

The more you give of yourself and the more you hone your skills, the more valuable you will become to your PTA, your school, your district and community.  The seeds you plant may bear fruit in unexpected ways. Is your main job CEO of your household for the foreseeable future? Then why not put your accounting expertise to work as a treasurer? Or use your organizing skills to plan events? Utilizing your background and experience can help close gaps in your resume. Continue to dazzle everyone with your generous contribution of your talent, time and energy, and your volunteer experience could lead to paid employment!


School Budget Notes: Implications for NY and Beyond

In the first New York State budget vote since a 2 percent tax cap was mandated, 92.7 percent of Long Island school budgets passed last week.  Of the Island’s 124 districts, 115 had their budgets approved; nine were defeated.

Of the nine that were defeated, seven had opted to exceed the 2 percent tax cap in the hope that voters would approve the increase anyway. But those school administrators bet wrong because under the new rules, they needed to convince at least 60 percent of their voters to approve their spending plan — and they didn’t. Districts whose budgets were defeated may submit the same or a new budget to voters next month.

The tax cap ushers in a new era in New York State. It demonstrates that the majority of districts were able to make deep cuts, and most taxpayers accepted the reductions despite outcries in numerous districts that cuts were hurting students. Across the Island, a number of schools were closed, teachers were excessed, class size was increased, and educational programs were reduced.

The dilemma is that taxpayers want to keep tax increases down at the same time that they want their schools to be outstanding. It remains to be seen whether parents will accept this state of affairs in coming years.

Newsday coverage:

http://www.newsday.com/long-island/education/li-school-budgets-more-than-90-pass-1.3720351

High School Senior Elected to School Board 

Josh Lafazan

High School senior Joshua Lafazan did the unimaginable last week! Just 18-years-old and the president of his senior class, he won a seat on the Syosset Board of Education – in a landslide!

Voters gave Lafazan an overwhelming mandate despite the district’s launching of a robo-call to parents accusing his father of taking the district’s list of absentee voters. He said his win was a backlash against what he characterized as a “smear campaign” by district officials.

“The people of Syosset have sent a mandate that we need open government and transparency in this town, and Josh Lafazan will deliver,” he told Newsday after he learned he had won.

During the campaign, Lafazan had been critical of the salary and benefits of Superintendent Carole Hankin, who is the highest paid superintendent in New York State and earns $541,000 in salary and benefits.

It’s interesting that while taxpayers and parents have decried administrative salaries and benefits in many districts, it took a student to make this a centerpiece of his campaign.

Could this be a harbinger of school board elections of the future? Will parents and taxpayers in other districts take on entrenched administrators? Calling for transparency is a familiar theme among critics of school boards. But most critics never step up to the plate by running for office. How many adults have the courage of this young man? If more did, it could substantially change the dynamics of school district politics.

Newsday coverage:

http://www.newsday.com/long-island/education/syosset-s-youngest-trustee-feeling-great-1.3719185?qr=1


School Bus Accidents in the News – Are Your Children Safe?

Three separate school bus accidents on Monday – in Indiana, Washington State, andOhio — have left a student and a bus driver dead, and scores of students injured, some critically.  The three crashes have fueled concerns about school bus safety.

In the Indiana accident, the bus was mangled when the driver hit an overpass without braking. In Washington, the bus rolled over after it veered off the road. In Ohio, the bus tipped and then rolled over onto its right side into a ditch.

None of the buses were equipped with passenger seatbelts, which the National Highway Traffic Safety Administration (NHTSA) does not require in larger school buses. But those accidents have now renewed calls for passenger seat belts on all school buses.

Federal law requires seat belts on school buses weighing less than 10,000 pounds, but 80 percent of the nation’s school buses do not fall into this category. Six states – New York, New Jersey, California, Florida, Texas and Louisiana – have laws requiring seat belts on all school buses.  But just because seat belts are installed, doesn’t guarantee they will be used.

For example, New York leaves the decision of whether the seat belts will be used to local school boards.  On the contrary, the Texas law calls for disciplinary action against students who do not use them. California and Florida laws, while requiring seat belts in school buses, state that employees of school districts are not responsible for requiring students to buckle up.

The debate about seat belts on school buses has been going on for years. Despite increasingly strict requirements about helmets for bikers, seat and lap belts, and car and booster seats for children in passenger vehicles, school bus safety has not kept pace. In an ABC News interview, NHTSA spokesperson Lynda Tran said of school buses: “They are safer than their parents’ cars.” But Dr. Phyllis Agran, a pediatrician, told ABC that about 17,000 children are treated in emergency rooms each year from injuries sustained in school bus injuries.

Defenders of the status quo regarding school bus safety contend that statistics are on the side of the 24 million children who take a bus to school each day. But statistics fly out the window if it is your child who is involved in an accident.

Two of my three children were involved in school bus accidents and I have to tell you that although they were minor, it was a chilling experience to be notified that your child has been in a school bus accident. Parents have a right to expect that when they put their children on the school bus in the morning, they will get to and from school safely. They certainly don’t expect serious injuries or worse.

Seat belts have become a hot topic, but I can tell you as a former school administrator that they are not the only bus safety issues. Buses tend to be a “no man’s land” when it comes to supervision. It’s difficult for drivers to steer the bus while at the same time police kids’ behavior. Because there is no adult supervision on the bus other than the driver, school buses are fertile fields for bullying, profanity, fistfights, and other dangerous behavior, such as walking around while the bus is in motion and throwing things.

If the bus driver reports misbehavior to the school, it will be handled with an appropriate consequence. But not all bus drivers take the trouble to write a report. If your child tells you about misbehavior on the bus, take it seriously and report it to your principal or assistant principal. It’s not just annoying – it’s potentially dangerous. Be sure to inquire what steps the school takes to emphasize school bus safety. And make sure you reinforce them at home.

You may also inquire about the supervision of bus drivers.  If the school district owns a fleet of buses and the drivers are district employees, they are usually better screened, supervised, and monitored than if the district contracts with a private company for their buses and drivers. If you have reason to believe a bus driver is engaging in dangerous or suspicious behavior, be sure to report it to your school district immediately.

The following bus rules should be emphasized by the school and reinforced by you with your child at home.

  • 

Kids should go directly to their seats. They should remain seated and facing forward for the entire ride.
  • Children should speak quietly and make every effort not to distract the driver.
  • Students should not throw things on the bus or out the windows, or play with the emergency exits.
  • The aisles of the bus should be clear at all times. That means no walking around or placing objects that may cause someone to trip.
  • In an emergency, children must listen to the driver and follow instructions.
  • Students should never put head, arms or hands out of the window.
  • At their stop, children should wait for the bus to come to a complete stop before getting up. They should then walk, not run, to the front door and then exit using the handrail.

http://abcnews.go.com/blogs/headlines/2012/03/school-bus-crashes-raise-the-issue-of-seat-belts-and-bus-safety/


News You Can Use

If you follow me on Twitter @DrMerylAin, you know that I’ve been trying to tweet the education news that has been coming fast and furiously since 2012 began. There’s so much of importance that it’s hard to keep track. The economy has still not recovered as school districts grapple with their 2012-2013 budget process. The following news items deserve to be watched as they unfold, both as local and national trends. The key is to read the fine print and ask lots of question.

1.         The Half Hollow Hills (N.Y.) Board of Education voted unanimously to freeze salary increases of district administrators for two years as a result of negotiations between the board and the administrators’ union. While it sounds idealistic, note that included in the agreement is a stipulation that there will be no administrative terminations due to budgetary reasons. Is this just an attempt by administrators to save their jobs at the expense of teachers, librarians, nurses and others? Will the salaries of non-union administrators, such as the superintendent, also be frozen? 

2.         School districts throughout the country are looking to save money and school libraries and librarians have become targets. Nowadays – librarians or library media specialists — do so much more than encourage reading, which is certainly important enough. They teach cutting edge online information skills and collaborate with teachers. Is your school district threatening to cut librarians and libraries? Let the school board and district administration know that this is unacceptable. There is also a petition drive to ensure that all U.S. students have access to an effective library program. The petition asks that the reauthorization of the Elementary and Secondary Education Act (ESEA) provide dedicated funding to support library programs. 

https://wwws.whitehouse.gov/petitions/!/petition/ensure-every-child-america-has-access-effective-school-library-program/tmlbRqf

3.         We all know about the harm that has been done to young people with cyber-bullying. The National School Boards Association and other educational groups requested “clear guidance” from the Supreme Court about the power of school officials to mete out consequences to students for electronic misbehavior. Nevertheless, the Supreme Court recently decided to stay out of this maelstrom by not hearing two cases involving students’ use of their MySpace accounts to belittle other students and a school principal. By not hearing the two cases – one in West Virginia and the other in Pennsylvania — the issue of whether school officials throughout the U.S. can regulate online behavior that takes place off school grounds is still unresolved. Check to see if your school district has policies and practices in place to deal with cyber-bullying.

 4.         A measure being presented in the Indiana House of Representatives would let 51 percent of parents vote on turning public schools into charter schools. The “parent trigger” almost made it through the Indiana General Assembly last year as a part of a package of education reforms that included the creation of the nation’s most expansive voucher program and an expansion of the groups that can approve new charter schools. In its place, legislators approved an abridged version of the bill, which left the ultimate decision with school boards and limited it to schools that have underperformed for at least two years in a row. Proponents are attempting again this year to pass a full “parent trigger.” 

The idea is part of a national trend that began in California in 2009 and has been debated in a number of states over the last two years. The proposal would also let parents petition the state school board to have the state take control of their schools. The “parent trigger” leaves out the school administration and school boards from the decision. Although the California law has given parents this power, the parents of one school who attempted to use it now find themselves in court. The “parent trigger” has also been used as a vehicle to push for removal of incompetent teachers and principals. Two other states, Texas and Mississippi, approved the “parent trigger” last year. Other states, including Arizona and Florida, are considering the measure this year.

 5.         Proposed revisions to the American Psychiatric Association’s definition of autism would exclude about three-quarters of those now diagnosed with milder forms of autism called Asperger syndrome or “pervasive developmental disorder, not otherwise specified,” also known as P.D.D.-N.O.S. These are people who have difficulties with social interaction but do not share the most severe impairments of children with classic autism. The proposed revisions, which would take effect in 2013, have alarmed parents of children with special needs and special education advocates. The changes, coming at a time when resources are shrinking, may reduce the number of students who will qualify for services that will ultimately improve their ability to learn, socialize, and succeed in school and beyond.

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Teachers’ Holiday Gifts – What’s A Parent To Do?

`Tis the season and everywhere we look there are suggestions for gift giving.  No doubt on your list of recipients are your children’s teachers. Newspaper articles, TV spots, websites and blogs — not to mention catalogs — provide a potpourri of possibilities for teacher gifts. There’s a lot of pressure out there to give your children’s teachers the right gift. So what should that be?

You might want to start by examining your school’s policy on gifting. Some schools set a limit, e.g. $25, some don’t allow it at all, some specify one gift from the entire class, while others say nothing on the subject. Whatever your school’s policy, it’s likely to be ignored by at least some people. My experience has been that parents feel very pressured to give the teacher a gift she/he will appreciate, and worry that no gift could influence the teacher’s perception of their child.

Some parents go all out, while others begrudgingly do the minimum. I will never forget that when I was in first grade my teacher announced to us that Becky had given her the best gift in the class. She had been invited to Becky’s house for lunch and Becky’s father, a dress manufacturer, presented her with a beautiful dress. I remember that I and the other children felt powerless and unworthy as she opened our gifts. Throughout the year I understood implicitly why Becky was the teacher’s pet.

Those days may or may not be gone. There are still some parents who will lavish expensive gifts on teachers, causing others to be resentful. There are some parents who believe teachers don’t need “tips,” and others who simply can’t afford it in these difficult economic times.

Conversely, as a former teacher and administrator, I can safely say that most teachers don’t even want gifts. They truly appreciate a lovely note or card expressing appreciation, or perhaps even a homemade gift or gift card. But while receiving a truckload of extraneous gifts is flattering, they usually don’t know what to do with all the random stuff they get.

Case in point: one year I sent an email to all 1,000 teachers in our district asking for new items that we could use to put together gift baskets for the elderly in the community.  I was inundated with “stuff” — unwanted Christmas presents. We recycled the gifts, assembling beautiful baskets wrapped in cellophane and curling ribbon, and made a lot of people happy. It’s amazing how a potholder, dishtowel, and hand lotion can be made to look so good with the proper wrapping!

There are some schools that ask parents to refrain from giving teachers gifts and instead suggest they honor their teachers with a contribution to any number of worthwhile causes.  In this way, families can contribute what they are able to afford – or not at all if they are strapped – and the gift is from the entire class. Here are some ideas:

  • A gift card to a supermarket or department store for a needy family
  • A class collection of non-perishable food items for a local food pantry
  • Purchasing holiday gifts for a homeless family
  • Providing a holiday dinner for a needy family
  • A donation to a charity

New York Times columnist Nicholas Kristof recently suggested several humanitarian organizations, many of which would be appropriate as an educational exercise for students.

For example: donations to CARE can provide school uniforms; contributions to Heifer International provide gifts of livestock and training to help families improve their nutrition and generate income, and Helen Keller International’s ChildSight program screens children for vision problems and provides eyeglasses. 

Don’t forget your local charities; it’s meaningful for kids to know they are helping those close to home.

Even if it’s too late to change your school’s culture now, start a discussion now – and maybe things will change next year. Engaging parents and children in choosing the cause and bringing it to fruition will infuse both kids and adults with the true meaning of giving

Happy Holidays!

http://www.nytimes.com/2011/12/04/opinion/sunday/kristof-gifts-that-say-you-care.html?_r=2&nl=todaysheadlines&emc=tha212


School Closing vs. District Consolidation: Which is Better for Your Child’s Education?

North Shore, South Shore, all around Long Island there’s talk of school closings to save district’s money in these dire economic times.

Several school systems, including West Islip, North Bellmore, and Smithtown, have already put school-chopping proposals on the table.  And more are sure to follow in a weak economy with decreased state aid and a 2 percent budget cap on the horizon for 2012-2013.

Whenever school closings are proposed, parents get upset. For the most part, they are dedicated to their home schools and don’t want their children to be used as pawns in school-shuttering plans. They like their principals and their teachers and the familiarity of their neighborhood schools. But the financial burden is becoming almost insurmountable. So what are districts to do?

Martin R. Cantor, CPA, Ed.D, the director of The Long Island Center for Socio-Economic Policy

According to Martin R. Cantor, CPA, Ed.D, the director of The Long Island Center for Socio-Economic Policy, consolidation of Long Island’s school districts could save millions of dollars a year and would still preserve local control.

And just this week, New York State’s new education commissioner, Dr. John B. King, Jr., agreed with the idea for Long Island and Westchester.

Dr. Cantor, a former director of the Long Island Economic and Social Policy Institute at Dowling College, estimates that the 47 school districts in western Suffolk County could save $32 million a year by forming five town-wide systems.

Under his proposal, the merger of dozens of local districts would allow the elimination of the vast majority of school superintendents, business and personnel officials. And he would give principals the power to budget and hire. Although consolidation has been proposed many times in the past, Dr. Cantor believes the time may now be right if parents want to stop the trend of increased class sizes and reduced student services.

Dr. King, on the other hand, is in favor of a more sweeping countywide consolidation.

Dr. John B. King, Jr., New York State’s Education Commissioner

He points to county systems in similar suburbs, such as those in Maryland and Virginia, which have comfortable, well-educated residents.  

Merging districts has always been a political hot potato and no one expects school boards and central office administrators to voluntarily give up their power. Yet Dr. Cantor says he is trying to raise awareness that there is an alternative to the yearly decimation of educational programs and services.

By the way, Newsday this week supported the concept of consolidation. It sided with Cantor’s proposal for town-wide district consolidation, saying the commissioner’s proposal was too severe for Long Island. The paper noted the historical hardcore resistance to mergers on Long Island, citing Elwood’s failed attempt last year to find merger partners. But it says the state could offer incentives to make the idea more palatable.

It is up to parents to lead the charge if consolidation is to become a reality. As Newsday put it, “The solution lies in making parents understand that as times get hard and the recently passed tax cap kicks in, the only way to save beloved programs threatened by tight budgets is efficiency. Taxpayers who really want to see kids get the best in education and activities may have to let go of their dedication to tiny schools and tiny districts.

“As money gets tighter, things change. If the other choice is a drop-off in educational offerings, parents and taxpayers should demand that districts look hard at consolidation rather than fight it. Once they do, the process will be halfway home — and everyone will be closer to a more efficient and equitable way to educate our children.”

Dr. Cantor offers some reassurance to parents who are frightened by the prospect of consolidation by emphasizing that it “gives parents control of their local schools; children remain in the schools that the parents moved into the neighborhoods for. Parents will have more say in education because their local principals will be in charge of the budget and student achievement, not isolated administrators. Classes would remain smaller and teachers preserved.”

He added that the factors that would change with consolidation would not impact the students’ school experience but rather are “budget items that have no role in the children’s education; in fact it directs more school budget dollars to the classroom.”

And, Dr. Cantor stressed, “the plan preserves the neighborhood school. Children are not transported to other schools and districts. Nothing changes but better education at lower costs.”

I urge all parents to read Dr. Cantor’s consolidation plan on his website, www.martincantor.com. Click the publication link; the paper is at the bottom of the list.

Become familiar with all of the issues related to this topic. Deep cuts are on the horizon in all districts. Be informed, and decide for yourself what’s best for your children’s education!

 

NY schools chief eyes consolidation plan http://www.newsday.com/long-island/ny-schools-chief-eyes-consolidation-plan-1.3352428

Albany joins school-consolidation chorus http://www.newsday.com/opinion/albany-joins-school-consolidation-chorus-1.3354740

 

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What Every Parent, Teacher & Child Need to Know About Sexual Harassment in Schools

In a nationally televised news conference, Republican presidential candidate Herman Cain denied sexual harassment allegations against him, claimed one accuser was “troubled,” and could not remember another complainant. Cain himself predicted that his political adversaries would solicit more accusers in the coming days.

It is no longer unusual to pick up a newspaper, go online, or turn on a TV and see politicians, celebrities, clergy – and educators too — being charged with sexual harassment.

Coincidentally, the allegations against Cain surfaced at the same time a national survey by the American Association of University Women found that 48 percent of 1,965 students said they had experienced verbal, physical, or online sexual harassment in the 2010-2011 school year.

But how do we define sexual harassment? It’s actually a little bit tricky. A simple definition of sexual harassment is that it’s any behavior of a sexual nature that’s offensive in the “eye of the beholder.” This means that if a person feels uncomfortable about a gesture, comment or action, it could be defined as sexual harassment.

The legal definition of sexual harassment in schools can be traced to Title IX of the Education Amendments of 1972. This federal law made it illegal to discriminate against students on the basis of their sex, and to forbid unwelcome flirtations, sexual advances, propositions, continual or repeated verbal abuse of a sexual nature, use of sexually degrading words or actions, and the display of sexually suggestive pictures.

Every school district assigns one administrator to be the Title IX Officer. As the Title IX Officer in a large New York school district for more than a decade, it was my responsibility to investigate allegations of sexual harassment brought to my attention by administrators, teachers and parents. I wish I could say that there were no complaints, but each year there were several, involving both students and staff.

Before Title IX came into effect, there was no recourse for individuals – students and staff — who felt uncomfortable with unsolicited sexual behavior or comments. But today we live in a very different world. It’s critically important that parents, students, and staff familiarize themselves with the latest policies and make sure that they are followed.

Sexual harassment may occur from student to student, from teacher to student, from administrator to teacher, from administrator to student, or administrator to administrator. There are two types of sexual harassment that particularly concern us in schools. The first kind is “quid pro quo.” That means that if you do something for me, I’ll repay you with such things as grades, promotion or job advancement. This usually has to do with an unequal power relationship between harasser and the target of harassment, or teacher and student. This is clearly against the law.

The other form of sexual harassment is that of a hostile or offensive environment. This is an environment that allows or encourages repetitive patterns of teasing, innuendoes or jokes of a sexual nature, and interferes with someone’s work or academic performance. This may or may not have to do with an unequal power arrangement, and may be employee to employee, student to student or student to teacher. This is also illegal.

The key with hostile environment complaints is that educators are responsible for this state of affairs whether they see the alleged behavior or not. If they pretend they do not see it and ignore it, they are still responsible. If they brush off or minimize complaints, they can also be held accountable. The most important thing for school personnel to remember is that they are held responsible for behaviors they permit as well as for behaviors they commit.

Parents, students, teachers, and administrators should keep the following points in mind:
• Know Your District Policies and Procedures.
• Sexual harassment is not defined by intention. It is defined by the impact on the target.
• Silence does not imply consent.
• Anything that takes place on e-mail or the Internet is easily traceable and can also form the basis for a sexual harassment complaint.
• Teachers should not be alone with students.
• Teachers and administrators are responsible for what goes on in the school. It is the responsibility of the adults in charge to address behaviors that may contribute to a hostile environment.
• Should you observe something you believe is sexual harassment, report it to a school administrator or the District Title IX Officer. All complaints must be investigated thoroughly and promptly.

http://www.edweek.org/ew/articles/2011/11/09/11harass_ep.h31.html?tkn=SZOFJj9NfrbW/C77Tevw7l65VfrqF1dkZHwo&cmp=ENL-EU-NEWS1

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News and Views – What Do You Think?

This week the news has been full of education stories of interest to parents. So many, that instead of giving my opinion on one topic, I’ve compiled a list for you of six of the most provocative issues.  I’d love to hear your opinion on any or all of these. Please leave your comments on the bottom of the page or tweet me @DrMerylAin. 

1. The Today Show reported that French schools have banned ketchup in an effort to promote healthy eating and combat childhood obesity. As anchor Savannah Guthrie pointed out, “First they give us French fries, and then they take away the ketchup!” 

Q: How healthy is your child’s lunch program? Is there anything you would like to see banned?

http://www.bing.com/videos/watch/video/why-are-european-schools-banning-ketchup/6g37xqg 

2. For parents who are worried about their children’s whereabouts, there’s a new app that makes checking in a game. “Our view is that what makes kids safer is communication and being close to their folks,” said the new iPhone app’s co-creator Matthew Bromberg, “And I don’t want to know where my kid is on the map every single moment. I just want to know what’s going on.”

Q: Do you agree or is this too much control for parents to exert over their children?   http://mashable.com/2011/10/19/imok/

3. Missouri Gov. Jay Nixon repealed teacher-student Facebook restrictions. The controversial law had limited online chats between teachers and students and some alleged that it threatened free-speech rights. 

Q: Do you think students and teachers should be Facebook friends?

http://www.edweek.org/dd/articles/2011/10/21/463731usteachersonfacebook_ap.html via @educationweek 

4. Some elite private schools in New York have reduced the burden of homework on their students.

Q: Do your kids have too much, too little, or the right amount of homework? http://nyti.ms/oWpCn1 

5. Idaho schools will tie merit pay to factors such as parent involvement. In some south-central Idaho schools, teacher bonuses will be based on parent participation, including attendance at parent-teacher conferences. 

Q: Will this promote or stifle parent-teacher relationships?   http://www.edweek.org/ew/articles/2011/10/24/464180idteachersmeritpay_ap.html

6. Sir Ken Robinson, world-renowned educator and creativity expert, discusses changing education paradigms in a must-see provocative video. He takes on the education establishment, arguing that today’s students are not being properly educated. 

Q: Do you agree or disagree? Let’s discuss.

http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=share


Are Schools Getting Too Carried Away with Technology?

When my grandmother died in 1978 at almost 90, I thought the technological changes she had experienced in her lifetime would never be duplicated. I couldn’t have been more wrong.

Technology is now changing at a dizzying pace, and parents and educators have to decide what’s best for our children. It’s a difficult conundrum with dueling points of view.

On one hand, most schools have embraced technology, spending huge amounts of money on upgrading electronic equipment that soon becomes obsolete. First it was the installation of computer labs, then the purchase of laptops, followed by i-Pads. I admit I drooled when Smart Boards were installed in a district in which I was working as a central office administrator. I secretly wished I could be a high school social studies teacher again, and with the touch of a finger take my students to sites that would propel great class discussions.

But technology should be taken just so far. What is the wisdom of turning cell phones into teaching tools in the classroom? Newsday reports that an Amityville social studies teacher recently asked his 11th graders to use their personal cell phones to text a response to a poll about a presidential speech they had just watched in the classroom. According to the article, this is part of a growing local and national trend.

Many other school districts, however, still bar students from bringing their cell phones and smart phones to school – and for good reason. They have been viewed as a distraction, even a dangerous one. Do we really want students checking their e-mail and texting during class? Do we want them using it to make dates during class, surf their favorite sites on the Web, cheat, or even engage in drug dealing? As much as schools will try to restrict its use in school, some students won’t be able to control themselves.

Even if you argue that most kids won’t engage in such nefarious behavior, whatever happened to raising your hand and having a discussion? Do our children have to be tethered to machines 24/7?

Apparently, some people in the computer industry don’t think so. A recent article in the New York Times pointed out that some of Silicon Valley’s technology leaders send their children to schools without computers! They think it’s easy enough to pick up computer skills, and that what’s really important is great teaching that actively engages kids in learning. Engagement is really the issue. Does technology foster engagement or inhibit it?

In addition, public schools have to consider the cost. Computers in education are here to stay but they need to be used judiciously — always with the goal of fostering student engagement and enabling critical and creative thinking.

If cell phones are now becoming the teaching tool du jour, then what do public schools do with the millions of dollars in computer equipment they bought? With built-in obsolescence, it’s critically important that schools don’t spend mindlessly on the latest cool gadget, only to abandon it for a better one a few years later.

Who is watching the technology store in our public school districts? Every year, superintendents and chief technology officers present a computer budget to the board of education and the public. As we go forward in this difficult economy, there needs to be accountability, research, evidence, and a rationale for future spending on electronic devices. Most of all, schools require a clear vision for how they plan on engaging students in learning – both with and without computers. 

http://www.newsday.com/long-island/educators-eye-cellphones-as-teaching-tools-1.3249660 

http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?pagewanted=1&_r=1


Parent-Teacher Conferences – Do You Need A Bribe?

It’s the season for parent-teacher conferences and I urge every parent to embrace this opportunity to sit down with your children’s teachers, no matter if your kids are in kindergarten or high school. 

This is your opportunity to find out specifically how your children are doing, and generally what’s going on in their classrooms and in their schools. I have to admit I was a bit disheartened when I recently came across a NEA (National Education Association) article advising teachers of tactics that they might want to use to “lure” parents into attending parent-teacher conferences. I’d be interested in knowing whether you think the parents in your school need to be cajoled into meeting with their children’s teachers, or whether they understand communicating with them is one of the best things they can do to help their kids succeed.  

Among the strategies recommended in the article are student-led conferences, in which students actually prepare and participate in the conference. The article said that feedback on this type of conference was “overwhelmingly positive,” and that there is a growing trend to encourage parents to bring their children to conferences. Other teachers had students prepare and present Power Point presentations to show their parents what they were learning. This tactic reportedly ensured record attendance. 

Not that there’s anything wrong with involving students and giving them a chance to be present, but I’m not sure that quite fits the definition of a parent-teacher conference. It seems to me the parent-teacher conference is one of the few chances you get to sit down with your kid’s teacher — adult to adult — and discuss what’s best for your child. 

Then there were the “bribes” to entice parents to meet with the teachers. These included: extra credit for students whose parents showed up, personal invitations, raffle tickets, a dessert bar, and goody bags. Finally, it was reported that some teachers go on home visits to meet parents who cannot get to the school. 

It’s commendable that some teachers go to such lengths to accommodate parents, but I would think parents would prefer to see the teachers’ creative energies going instead to inspiring the students. 

The article didn’t mention adjusted hours for working parents, which should be pro forma nowadays in all schools and something that parents should insist upon. Similarly, if your work schedule does not allow you to get to school on a particular day, request an alternate date or a phone conference.  

Here are 7 tips for a successful parent-teacher conference:

  1. Come prepared with questions and take notes. Always ask how you can support your child’s learning at home.
  2. Don’t be passive. If you have a particular question or concern, don’t be afraid to bring it up. Be specific. 
  3. Discuss your child’s social and emotional development as well as academic performance. Be sure to let the teacher know if there is anything going on at home that may impact your child’s behavior and performance in school, such as divorce, illness in the family, or a new baby.
  4. If there is a problem, describe how it makes you or your child feel without being defensive or negative. Actively listen to what the teacher says. Come to an agreement about what is best for your child.
  5. Schedule follow-up meetings or telephone calls to be sure the plan is working.
  6. Find out how the teacher communicates with parents, e.g., online, newsletters, agendas, etc.
  7. If you are not satisfied with the conference, you may ask to meet with an administrator.  

Try This: The New Parent-Teacher Conference  

http://www.nea.org/home/40927.htm#.Tpiih8U_Alo.twitter


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