Alternative Settings for Students

Alternative Night School and Credit Recovery are new programs that have been added to Elmira City School District’s already existing alternative day high school. Elmira City School District recognizes that students have varying learning styles. They also understand the difficulty that some students face when they become credit deficient. In response for the need to prevent increased drop out rates, and attempting to increase their graduation rates, the Elmira City School District added Alternative Night School and Credit Recovery programs.

It is the belief of the Elmira City School District (ECSD) that “Every Student Succeeds”, when in reality we know not every student succeeds in a traditional school environment (classroom settings, or even in a traditional school day). As a result, the Elmira City School District has organized and developed two additional alternative settings for high school students in their Credit Recovery and Night School also referred to as “Twilight” school. The addition of Credit Recovery and Twilight School brings the total number of alternative schools in Elmira to three, including an alternative school setting during normal school hours. These alternative settings assist in meeting not only student’s needs, but also the needs of the district to meet New York State graduation requirements and federal mandates such as No Child Left Behind.

Elmira’s Credit Recovery Program began in October 2007. Initially the program was offered in a central location, but as it expanded it was moved from the Alterative High School and offered at both Elmira Free Academy and Southside High schools. Classes meet for two hour sessions with two sessions an evening offered. The first session runs from 3:30-5:30 and the second session runs from 5:30-7:30. All sessions are Monday thru Thursday. Students receive approximately 26 hours of instruction for each course, which is six hours more than the State Education Department requires for credit recovery. Elmira City School’s alternative programs are funded through grants and a program entitled “Contract for Excellence”. As of June 2008, 195 credits have been awarded, thus reducing potential summer school enrollment and class size in day school by not repeating courses. Course offerings include, but are not limited to: English 9-12, Global Studies I & II, U.S. History and Government, Participation and Government, Economics, Algebra A, Geometry, Health, Living Environment, Biology, and Physical Education.

Credit Recovery is a collaboration of administration, teachers, students, and parents. The district provides students who meet strict eligibility requirements the opportunity for two credit recovery classes each afternoon. The class focuses on core content in the subject areas. Students and their parents sign an agreement to abide by the guidelines, which include attending all classes and completion of all work until proficiency is met. Credit Recovery instructors determine when a student reaches proficiency in the course to provide a passing grade.

Students who enter the Credit Recovery programs are assessed to determine areas of mastery and learning gaps. Their instruction will focus on individual areas of need. In some cases these courses may also provide opportunity for success on Regents exams. Research indicates that students who are unsuccessful at school are at a greater risk of dropping out. It is the belief and hope, that a Credit Recovery program will help those students identified as possible drop outs obtain academic success while having the potential to meet graduation requirements.

The following is a list of characteristics and best practices utilized by the ECSD as a foundation for Credit Recovery.

• An assessment of student’s strengths, weaknesses and instructional needs.
• Personalized learning plan and student goal-setting initiatives, with parents involved if possible.
• Flexibility in scheduling to meet the needs of a broad range of students.
• Computer assisted instruction is augmented by top notch teachers. This technology is effective but is no substitute for teacher centered instruction.
• Students enrolled may remain at their home schools.
• Credit received is applied towards graduation requirements.

Appromixemtently190 credits have been awarded this school year. Of these credits nearly 20-25 seniors from both Elmira Free Academy and Southside High school will graduate this June as a result of taking one or more Credit Recovery courses.

The second alternative school concept adopted by Elmira City School District is Night School or also referred to as “Twilight” school. This concept offers students supplement instruction allowing students to attend in a different setting and time. Many of the students attending night school are credit deficient, and utilizing Credit Recovery would not be an option. These students typically are several years behind. However, Night School is not limited to just these types of students. Some students have taken Night School classes to advance the number of credits needed to graduate, to either graduate early or free up time to take elective courses being offered at the traditional setting.

Night School is designed to supplement and/or replace academic classes available in day school. Eligibility for Night School requires students to be enrolled in one of the districts high schools, be credit deficient or academically ineligible to graduate with their cohort, and be referred by and administrator or school counselor.

Night School began in February 2008, upon approval from the Board of Education. Initially, approximately eighty students were recommended for the program. Each student receives an entrance interview by the superintendent, building administration, school counselor, and parent /guardian. Students receive 96 hours of instruction for 1 credit courses and 48 hours of instruction for .5 credit courses. Students attend from 3:30 to 7:30 Monday - Friday. Each student receives 3 hours of instructional times as well as 1 hour of physical education instruction. Courses meet for 32 instructional days for one credit course and 16 days for half credit courses. In addition each student who attends night school is eligable to receive a bagged lunch.

Half credit course offerings include, but are no limited to; Computer Applications, Careers, Art, Music Theory, and Health. A full credit course includes; English 9-12, Global I & II, U.S. History and Government, Participation in Government, Economics, Wildlife, Biology, Earth Science, Math A/ B and Geometry.

While meeting these goals Elmira City School District will provide quality schooling and education throughout the day and school year. These alternative settings will also help the district to successfully meet their vision that “Every Student Succeeds”, while understanding not every student succeeds in the same way. I believe that while these programs are great opportunities for our students, they also should not be a crutch. As these programs fall under the microscope of the community, I urge the community to realize that today’s students come to us with varying issues, and do not resemble students of ten or twenty years ago. It is our job as educators and the community to provide the best and least restrictive environment to educate our youth.

Super Moms Secrets for Raising a Child With ADD

Cases of Attention Deficit Disorder, or ADD, have been on the rise in recent years. Doctors are finally realizing that a true physical disability can be present in both children and adults in order to cause them to have a reduced attention span and increased hyperactivity. If you're raising a child with ADD, what are some things you can do to help him cope with this condition, to still get a proper education, to learn boundaries, and to keep you from pulling out your own hair? There are some things you can remember when raising a child with ADD that will help with all these issues.

First, it's important to have a proper diagnosis when raising a child with ADD. Just because your child is inattentive or has a tremendous amount of energy doesn't mean he necessarily has ADD. If your child can sit and play video games for half an hour, chances are he doesn't have true ADD. Make sure you get a diagnosis from a doctor rather than just assuming you know what your child has.

Setting boundaries is still important when raising a child with ADD. It's tempting to think that since your child has an illness then he should just be allowed to run amok, but this is a mistake. Everyone needs to learn self-discipline and control regardless of how difficult it might be, and this is true when raising a child with ADD. While those boundaries may be more lax than with other children - you have them sit and do homework for five minutes instead of 30, for instance - you still need boundaries nonetheless. Talk to your child openly and honestly about these expectations. Tell him he needs to sit still for another few minutes before he can go play or do anything else. Set boundaries on their free time as well; this too is vitally important when raising a child with ADD. They may resist some structured activities or having to sit still but they need to understand that despite how difficult it is, they need to sometimes buckle down and show some self-control.

Every parent wants their child to be properly educated and this is true when raising a child with ADD, even though this presents some special considerations. It helps to break up lessons in shorter bursts of time rather than expect your child to sit still through hours of the same lesson. Schooling also needs to be more absorbing for a child with ADD as he will have a hard time allowing himself to be caught up in the lessons. Using visual aids and hands-on materials is always helpful for any child but even more so when raising a child with ADD. Getting out of the classroom and taking field trips helps to keep them involved with the lessons and attentive.

And as for yourself, remember that your child has a situation that is difficult. It's never easy raising a child with ADD but you need to show that much more patience every single day. Resist the urge to blame him for his lack of attention and remind yourself of how difficult it must be for him as well. Give yourself frequent breaks; walk away and do something else for a few minutes if you feel yourself getting irritated or impatient. It might also be beneficial to ask for some help; remember that you can't do everything by yourself. Let your child have some free time to himself where he can learn and explore on his own rather than thinking you need to structure every minute of every day. And don't hesitate to ask your doctor for help when raising a child with ADD. While you might hesitate to use medication, he or she can offer some further suggestions as to dietary changes and changes to your schedule that can help. Since they are always learning new information about children with ADD every single day, you may find that you can get some additional help for raising a child with ADD that you never expected.

The School Bully Deserves Help

Vancouver, WA – 30 Percent of children in the United States are involved in school bullying according to National Youth Violence Prevention. That is 5.7 million American children who either are bullies or are picked on at school.

“We’ve forgotten to raise our kids with kindness,” says Aaron Taylor, father and author of the new book “The Pumpkin Goblin Makes Friends.” Taylor could blame the changing dynamic of the American family or he could point the finger at the internet for making bullying less personal. “It doesn’t matter to me why kids pick on each other,” he says. “I just want to be able to help stop it.”

Scholastic.com suggests the budding bully needs as much attention as the child who is being victimized. The website reports that being the aggressor as a pre-teen is likely to inhibit positive relationships later in life. In short, the school bully is just as likely to grow up traumatized as the victim.

Taylor’s book “The Pumpkin Goblin Makes Friends” is about a monster with a child’s heart who is inspired to stop picking on neighborhood children and to start mending the relationships he had damaged. "I feel it is very important for children to learn about the harmful affects of bullying at a young age", says Taylor. "If we can reach them before they experience it first-hand, our children will be able to identify and prevent this destructive behavior."

A Columbia University study finds bullying now starts as young as pre-school and intensifies as the angry child ages. More girls bully than boys, but boys tend to be more physical in their attacks. The study goes on to suggest the reason for bullying is the same as the result of it: low self esteem and a lack of friends.

“Reaching kids on their own level is the only way to stop the cycle,” says Taylor. “I geared this book toward young children to show them how unhappy the Pumpkin Goblin is when he picks on the neighborhood children. It isn’t until a little boy befriends him that the big bully realizes how much nicer it is to have friends rather than people who are afraid of you. A central message here is picking on others doesn’t make your pain go away.”

As with most children books, the moral is hidden among rhyming prose and colorful pictures. Taylor suggests reading the book with your young children.

“Give them the tools to not be a bully and give them the ideas of how to make a bully into a friend rather than a rival. Kindness and respect isn’t just the best thing for the kid being attacked - it’s the best thing for the bully too.”

Decipher That Code & Read Part One

"Decipher that Code & Read!" Part One

Phonics, An Overview: With the “No Child Left Behind” Law in somewhat chaos, it underscores the problem of teaching reading. In any plan for Teaching Reading one must remember that there are only four ( 4) basic methods of teaching Children to read 1 Phonics, Is the method by which children learn the letters and the sounds associated with these letters at the same time. Learning 1 letter per day or at a time cuts down on boredom 2 Look & Say Children learn to recognize whole words or sentences rather than individual sounds. 3 Language experience approach. This method uses student’s own words to help them read. A student may draw a picture of Dad in the car In that case, teacher would write underneath the drawing: Dad is in the car & last is 4 Context support method which affirms the importance of choosing books that really interest them The phonics system, however, has been used successfully in the USA and Europe for many years to teach children how to read. It supplies the student with tools to expand their vocabulary. However, the Phonics approach to reading has been a source of controversy from reading specialists to Head Start through third grade teachers around America. If you “Google” the word phonics, you get 6.2 million listing of this word. The basics of learning to read may be summed up in three stages

READING READINESS: The earliest stage, readiness, encompasses the skills that young children usually acquire before they can profit from formal reading instruction. Children acquire knowledge of the language and of letter names; they learn that spoken words are composed of separate sounds and that letters can represent these sounds.

Parents can aid in the process by reading to children, thus acquainting them with the more formal language of books, pointing out words and letters, and making them aware that words in a book can tell a story or give information.

Other readiness skills are acquired through word and rhyme games. Play with language apparently helps young children focus their attention on the sounds of words as well as on their meanings Once this primary stage is accomplished, they are ready for next stage: BEGINNING READING Early Childhood or nursery schools should begin the reading process with at least the study & memorization of the alphabet.

Starting in the first grade, children begin to learn the printed equivalents for the spoken words they know. Some schools and reading textbooks teach the child to recognize whole words and stress the meaning of the text.

Others first emphasize the study of phonics—that is, the sounds represented by individual letters—and the development of independent word-recognition skills. Nearly all current programs combine both techniques; they try to teach a child to recognize words and to learn phonics.

The LAST STAGE, Reading skills development is intensified during Second Grade where they learn the Five Big Vowels and spelling patterns of increasing difficulty

For some 60 years, now, research has shown that early, systematic phonics instruction produces high reading achievement, at least until the third grade.

The most common means of instruction is the basal reading program, consisting of a reader, workbook, and other associated materials. These readers have been criticized as not containing sufficiently high-quality literature and as not meeting the child's needs for meaningful content. Defenders have suggested that a limited vocabulary is necessary in the beginning so that children can concentrate on learning to recognize and sound words. In the early elementary grades, children read stories and selections containing common words already familiar from speech. With practice, most children read with increasing fluency and understanding. The different reading levels in a classroom may lead to the grouping of readers or even to an individualized approach that adapts instruction to each reader's abilities. At this point, you choose your reading method based on criteria & ideas that you have. You then prepare the method for use & analyze its’ progress.

Microsoft ® Encarta ® Encyclopedia 2005 © 1993-2004 Microsoft Corporation. All rights reserved.

Available Reading Methods

Some methods that immediately come to mind are: “Hooked on Phonics” and “Frontline Phonics”,. Others not well know to the writer are “Scholastic Parent”, and some even lesser-known such as : “Discover Intensive Phonics”; “Think Aloud”, a method of teaching phonics by Dr. Ana T. Licata as part of “A model Lesson and Teaching Reading Methods. Lastly, “Phonetic Rock” that consists of 26 letter-songs and review.

“Hooked on Phonics” is probably the most successful reading program ever. HOP uses the tried and true method of flash cards, tapes & books and depends on parental involvement. and “Frontline Phonics” is popular and it is #1 rated according to their website. They have a 4 star rating and appear to be very well organized with a short video to explain how the product is to be used. They claim to have created a program to make the task of learning to read easier and more fun for both you and your child. It is a complete program that will take your child to a beginning 3rd grade reading level. . Scholastic Parent has lesson plans, definitions and goals that make it among the most understandable. “Discover Intensive Phonics” (for yourself), is a part of Reading Horizons.” DIP is a well documented program that uses the Dynamic Indicators of Basic Early Literacy Skills (DIBEL) to measure progress of DIP. The Government’s massive “No Child Left Behind Law” leaves some behind. According to DIP They agree with the Act’s Accountability for Every Child and therefore, strive to meet the criteria’s focuses on accountability. Some States bemoan the fact that NCLB is largely under funded. Even though almost 1 billion dollars was available in 2003. Also,: each state has an individual standard for what every child in grades 3–8 should know, especially in reading. NCLB charts every student’s progress and achievement is measured on a yearly basis. Results from testing are available to the public, and schools are held accountable for performance standards. Schools are given believe schools are given from 4-5 chances to excel. No Child Left Behind Calls their structured program for success “Reading First”.

Dr. Ana T. Licata’s “Think Aloud”, is a method of teaching phonics as part of “A model Lesson and Teaching Reading Methods”. Lastly, the Phonetic Rock

Educational System by Emily L. Woody. Mrs. Woody understood the need for early comprehensive reading skills . The System’s goal is to for children to sound out syllables, decipher that Code and Read. Phonetic Rock was validated by a panel of experts at Univ of California at Los Angeles, before the product was released & tested. At that juncture, Mrs. Woody organized a group of present & retired teachers called “Friends of Multi-Learning to aid her in assessing how fast the product would work if used correctly. This group put together a compendium of high school students who in turn after training, went into the elementary schools, under supervision and worked with the k-2^nd graders. They found a remarkable willingness to learn the sounds in the Phonetic Rock songs as Mrs. Woody thought they would and seemed eager & happy to use the Phonetic Rock method.

Her studies proved beyond a doubt that between 15-30 hours of at least 15 min per day of drill & learning, children remember the songs which not only teach them the sounds of the letters but how the letters and sounds work together. They learn vocabulary, ‘rules to remember” pictures to identify, and can even work a crossword puzzle to practice the vowels. The System includes, a Song Book, an Activity Book, The Book, a CD, Blocks, the Vowel Crossword-Puzzle Book and a Vowel Phonic-Graph . Children then begin to make sounding out words, while reading, a permanent habit. Their self-esteem and abilities grow 100%.

First Lesson of the School Year: Just Be You

Each year, as we enter August, our thoughts turn away from suntans and beach balls and toward backpacks and book covers. With another school year, just around the corner, many children will soon face an interesting (and sometimes, scary) challenge --- fitting into a new situation.

A recent U.S. Census Bureau poll, regarding the 2008-2009 school year, estimated that 56 million students will be enrolled in grades kindergarten through twelve, this school year. Many of these children will be attending school for the first time or will be in a new school, for the upcoming school year. The question that the parents of these students must ask is: How do I better prepare my child for this transition? The answer can be as simple as a simple heart-to-heart talk.

When I was a child and preparing for my first day of kindergarten, I remember wondering whether the other children would accept me. I was concerned about whether I would make friends and in the back of my toddler-aged mind pondered how I would cope, if I was not accepted. Then, my parents told me something that has helped me through many difficult transitions: “Be you.”

On my first day of kindergarten and, thanks to a childhood of moving, my first day in many different schools, I walked onto the playground, saw the other childhood talking among themselves, and boldly worked my way into the discussion. On that first school day, and especially in kindergarten, I realized that I was not alone. My new status as a student, my teacher, and my school was just as scary for every child in attendance, that day. I was no different that anyone else and by quickly realizing this, I was better able to adapt.

The situation differs somewhat for children who are transitioning from one school to another, but the main philosophy remains the same. The key to preparing our children for a successful adaptation into a new school or life situation is to recognize the unique qualities, residing in each individual child, and then, help the child to use those qualities to his or her advantage. If the child is a good listener, then maybe he or she can become a buddy for another child who is feeling the same fears. If the child is creative, maybe he or she could create a “friendship badge” or something along those lines to give to the children of his or her classroom.

The most important lesson we can teach our children at the beginning of the school year is a lesson that will aid them in all facets of life. If we ask our children what they believe is their most redeeming quality, we help them to understand themselves better. Then, if we teach them that it is okay to be scared, sad, nervous, anxious, or bashful about a new situation and show them that long as they remain true to themselves and the qualities that make them special, their fears will fade away, our children will always have a gift more precious than gold. Not to mention, they will be better prepared to face each obstacle in life.

Good luck to your children and good luck to you, as their parents. Some of the most important lessons our children learn are those that we, parents, teach them. Do not delay, help your children today and have a wonderful school year!

Copyright © 2008 – Jill Eisnaugle. All rights reserved.

The Kidnapping of Summer Break

The Kidnapping of Summer Break

By Adina Ciment

It seems that teachers have forgotten what summer vacation means. Only recently have I noticed the subtle switch from the summer break of yesterday to the summer prep-period that it has become today. More and more schools are sending their students off in June not with a sense of completion and relief after a hard year’s work, but with enough assignments to swiftly squash any dreams of lazy, summer days on the hammock. Students go to camp with textbooks to annotate, novels to write about, and essays to analyze. They bring their books to their places of work and spend a good deal of time, not outside in the sun, but in front of computer screens and notebooks.

At least, that is what the teachers perceive.

Truth is, in this age of instant gratification and high-tech wizardry, most students will not tackle those assignments with the vigor one assumes they need. Instead, books are SparkNoted, answer keys are purchased on e-bay, and essays are downloaded.

I don’t particularly blame them. A quick look at the average summer assignments in any given school reads like a mini-course curriculum. Read five books for one class and write three essays. Buy two science textbooks and annotate 6 chapters. Be prepared for a quiz the first day of class on the first three chapters in the math text. My personal favorite was out of a school in Iowa that demanded a comprehensive project that mapped the history of philosophy since the Bible. Based, of course, on the summer reading text.

Have teachers lost their minds?

If my boss were to ask me to read a few educational journal articles over the summer, I would agree that it would be a good idea to stay updated and informed. If he asked me to read the articles, answer a set of 50 questions and be prepared for a quiz that would affect my midyear review, I’d show him a particular body part he could kiss.

Summer vacation was always a chance to unwind, relax, and recharge for another year. It was a time to get some real world experiences as well – travel, work, fun. There were always summer assignments but they were usually limited to “Choose a book from the following list and write a summary.” The objective was simple; teachers just wanted students to keep their minds going. They wanted them to read a good book or two. Now, the schoolwork that kids are doing over the summer seems to only serve the teacher who can claim demanding classes and high expectations. Or they serve overbearing parents who need to show off the difficult work their child is capable of doing and maybe feel as if the kid has a head start into the college world.

I find it hard to say that it benefits the student. A true benefit would be to let them enjoy their summer, practice what they learned in the real world, and develop a sense of what they truly want to do with their lives. Don’t set them up for failure on the first day of school by giving them work over the summer that assumes the child is doing nothing important.

Fun is important. Leisure is important. Lying on a hammock is important.

Annotating Frankenstein, which one school assigned to their 10^th grade, is not. That’s an assignment that should be handled in school, with a teacher who can guide the students. Give the students a book that is current, that will engage them and inspire them to read more. Give them books that don’t require teaching but just generate the “you-must-read-this!” response. The kind of texts that they want to discuss not the ones that they are required to discuss.

That is a summer assignment that will create lifelong readers and thinkers.

My ten year old daughter has to read three books and write three book reports over the next four weeks. She recently asked if she could just Google the books and write the summaries from there.

How quickly they learn. I just wish the teachers would.