Kudos of the Week

Kudos to Rep. Gabrielle Giffords (D-AZ) for voting in favor of the Ensuring Continued Access to Student Loans Act. According to the press release from Ms. Giffords' office:

H.R. 5715 would address the potential for interrupted access to student federal loans by:

* Increasing the limits on federally unsubsidized student loans to $5,500 for first year, $6,500 for second year, and $7,500 for third and fourth year undergraduates, amounting to a $2,000 increase across the board for federally unsubsidized student loans.

* Increasing aggregate subsidized and unsubsidized federal loan limits for students from $23,000 to $31,000 for dependent undergraduates and $46,000 to $57,500 for independent undergraduates.

* Giving parents and students the option to defer repayment of loans by up to six months, instead of the current 60 days, increasing flexibility for families affected by tough economic times.

Thanks for giving our college students (and their parents) a break, Gabrielle!

Alisa

Am I praising my child too much?

I recently received an email from a podcast listener in Maryland. Lisa M writes:

"I love your podcasts! My 6 yo son is demonstrating approval seeking! I guess we have been praising too much vs. encouraging. Can you please let me know what types of things we can do to correct this?"

Thanks so much for your note – I love hearing from my listeners! Can I ask how you heard about the radio/podcast program? Also, with your permission, I’d like to include your question during my next program, and on my blog – your’s is a common problem that I think a lot of parents and teachers can benefit from. Let me know.

I often say that praise statements (and rewards, for that matter), are like candy…a little here and there ‘does no harm.’ But, if it’s the mainstay of a child’s (or adult’s) diet, it can do great harm. Sprinkling a little praise and approval statements occasionally can be satisfying and fun, all around. But, if the only positive statements that a child hears from an adult is praise/approval, we see the approval addiction start to form….a child will only do something if he or she thinks a reward is coming – either by means of a material object, or by means of an approval statement. On the other hand, a life with no treats (candy, rewards, praise statements), is pretty gloom, indeed – I guess it comes down to finding a healthy balance so that treats are ok, but the primary diet of approval is self-approval vs. looking for approval outside of yourself. You obviously want your child to develop this important trait….

Many times, as caring adults, we tend to indulge our children to make sure that they know we love and value them. Sometimes we do this by encouraging (cheering on) or praising (giving approval). What we find, though, is that if we praise too much, we turn children into approval junkies – and those children grow into teens that are approval junkies – and those teens grow into adults who are approval junkies. What we want to, instead, do is create an environment where children feel loved and valued without having to rely on our approval – that, rather, it comes from inside. They know they’re valuable – not because we tell them, but because they know…so, we need to help them develop self-reflection…

Self-reflection, for most children and adults, does not come naturally – it is something that is modeled, and taught directly. Here are some examples of statements that are on the encouraging side of the spectrum:

“You got an ‘A!’ That’s a reflection of your hard work”
“You have every reason to be proud of yourself”
“That’s a great accomplishment – how did you do it?”

Compare those statements to their ‘praisy’ counterparts:

“You got an ‘A!’ Here’s a dollar.”
“I’m so proud of you – that really makes me happy.”
“You did it just like I told you! Great job!”

Do you feel the difference? See how the first set of statements focuses on what the child is feeling about how he/she did, and how it also give the child room and practice to reflect on how THEY think they did? The second set of statements has the child relying on the adult to provide approval and judgment – that does not allow the child to learn how to self-reflect…

If you haven’t already done so, listen to the podcast from May 5 where I specifically talk about ‘praise’ vs. ‘encouragement.’

I hope that helps! Feel free to contact me if you need anything else, and do let me know how things go!

Regards,

Alisa

Arizona's A+ Schools

The Arizona Educational Foundation has recently announced that 19 schools have earned the 2007-2008 A+ School Recognition Program award for excellence.

Andersen Jr. High School, Chandler Unified District;
Cienega High School, Vail Unified District;
Copperwood Elementary School, Peoria Unified District;
Cordova Primary School, Phoenix, Alhambra Elementary District;
Fruchthendler Elementary School, Tucson Unified District;
Granite Mountain Middle School, Prescott Unified District;
Hidden Hills Elementary School, Paradise Valley Unified District;
Hillcrest Middle School, Deer Valley Unified District;
Jamaica Elementary School, Lake Havasu City Unified District;
Jane Dee Hull Elementary School, Chandler Unified District;
Lone Mountain Elementary School, Cave Creek Unified District;
Mesquite Elementary School, Gilbert Unified District;
Nadaburg Elementary School, Nadaburg Elementary District;
Payson Center for Success High School, Payson Unified District;
Playa del Rey Elementary School, Gilbert Unified District;
San Manuel Junior/Senior High School, Mammoth-San Manuel Unified District;
Sevilla West School, Phoenix, Alhambra Elementary District;
Sun Canyon Elementary School, Phoenix, Fowler Elementary School District;
Wigwam Creek Middle School, Litchfield Park Elementary District.

From the Educational Foundation's website:

"A+ Schools are evaluated based on a lengthy application and rigorous site visit by the A+ review panel, which consists of teachers, administrators, community volunteers and business leaders. Preparation of each school’s application involves its students, faculty, administration and surrounding community. The A+ School Recognition Program is designed to identify and recognize schools that exemplify excellence in the following areas: student focus and support, active teaching and learning, curriculum, community/parent involvement, leadership and assessment data. The A+ Program is open to K-12 public schools throughout Arizona. The A+ Award is valid for three years."

More information about the A+ School Recognition Program and the Arizona Educational Foundation can be found on our website at www.azedfoundation.org.

What I love about the A+ designation is that it isn't exlusive to only schools that have achieved high test scores - schools are evaluated on their effectiveness academically, as a community center, and as leaders in the mucky public school waters.

Congratulations to the A+ schools!

Alisa

Kudo and Raspberry of the Week

Ok - here's a new feature on the blog and radio program - each week I will highlight a 'Kudo' to a prominent individual who has done something to further quality education and services for children in our community. Likewise, I'll also award a 'Raspberry' to someone who has done something that they should be ashamed of.

And the winners are......

KUDOS to Governor Janet Napolitano (Arizona - D) for vetoing the ridiculous property tax repeal extension. This is something that was pushed through by Republican leaders in Arizona's legislation a few years back - sold as a 'tax break,' it effectively cut-off substantial funding for Arizona's schools. When legislators attempted to make the 'temporary' tax 'permanent,' Janet said, 'No Way!' Thanks, Janet, for sticking up for our kids, and for realizing that we ALL have to contribute to the education of children in the community, even if we don't have any ourselves. Contact Janet at her website.

A big RASPBERRY to State Superintendent Tom Horne, who recently stated that the funding needed for English Language Learner programs mandated by the state would only cost $40 million, instead of the $300 million that district superintendents stated it would cost. Want to know how he got to that number? Well, all you need to do is look at the allocation that he stated local (Tucson) districts needed....I was shocked when I saw it....TUSD, our largest district in this neck of the Arizona woods, gets a whopping........ZERO dollars, even though they have close to 9,000 English Language Learners. Tom's rationalizations? "Big districts have plenty of teachers, so they don't need to hire any more for this program." Huh? So, the district is supposed to provide FOUR HOURS of English instruction, EVERY DAY, and they'll receive no funds because they have 'plenty of teachers.' Jeez, when was the last time he was in a classroom in TUSD? I sure feel sorry for TUSDs new superintendent, and now understand why Roger Pfeuffer, outgoing TUSD superintendent, retired when he did. Contact Mr. Horne at the Arizona Department of Education website.

Thanks for reading,

Alisa

Read this book!

I'm in the middle of reading an amazing book - it's called, 'Beautiful Boy; a father's journey through his son's addiction,' by David Sheff.

Mr. Sheff describes, in painful detail, the tragedy of living through his son Nic's struggles with drug addition, including heroin and methamphetamine. Sandwiched between beautifully written narrative, Mr. Sheff includes information gleened from his research about addiction, the complexity of meth addiction, and shares experiences that any parent, educator, or any adult can relate to if they have lived, or worked with, an addict.

Though I haven't read it (yet - it's the next book on my list), Nic has also written a book called, 'Tweak,' providing a mirror narrative of what David Sheff shares in his book. Nic's book is written for a young-adult audience - according to Nic, "I wanted kids to know that those dark feelings they might be having - that they're not alone..."

I highly recommend both of these books - for any adult with pre-teens and teens in their lives...

For more information, go to www.davidsheff.com or visit Nic's MySpace page.

Thanks for reading,

Alisa

Pima Community College Tour for Prospective Students

Hi all;



Just learned about a great event designed to help high school students think about, and plan for, attending Pima Community College:



Where: Pima Community College Downtown Campus (1255 N. Stone Avenue)

Date: April 21, 2008

Time: 3:30-6:00 p.m.



Family and friends are welcome - students will take a tour of the campus, including the Automotive, Building Techology, Career Center, Computer Aided Drafting, and Machine Tool Technology facilities.



In addition, information will be available about:

* Aztec Middle College
* The Center for Training and Development
* Metropolitan Education Committee
* GED-Pima College Adult Education
* Scholarship Resources
* And, much, much more!

Finally, if you know a youth who is in need of Community Service hours, up to 5 hours can be obtained by attending the entire program.

For more information, contact Sharon Dobbin at 520-740-4461, or email her at sharon.dobbin@pcjcc.pima.gov

Thanks for reading,

Alisa

Celebrate National Library Week!

I love libraries - I find them to be a sanctuary from the hustle and bustle of the world. Many times I can be found in a library in my own community, or in communities that I visit for work or pleasure. I love watching moms and dads bringing kids to the joys of reading. It's fun to see young adults doing homework together, next to an entrepreneur searching on how to write a business plan.

Next week (April 13-19) is National Library Week, and I encourage all my readers and listeners to visit their local library, and support the activities and efforts of our wonderful community resources.

For more information about National Library Week, visit the American Library Association. Here's some information from their fact sheet:

"First sponsored in 1958, National Library Week is a national observance sponsored by the American Library Association (ALA) and libraries across the country each April. It is a time to celebrate the contributions of our nation's libraries and librarians and to promote library use and support. All types of libraries - school, public, academic and special - participate.

Many school libraries also celebrate the month of April as School Library Media Month sponsored by the American Association of School Librarians, a division of ALA, with the same theme as National Library Week. National Library Workers Day, celebrated the Tuesday of National Library Week (April 15, 2008), is a day for library staff, users, administrators and Friends groups to recognize the valuable contributions made by all library workers.

The Public Information Office of the American Library Association coordinates the promotion, placing articles in national media. Librarians, Friends and trustees of libraries join in sponsoring local promotions. Posters and other promotional materials are available through the ALA Graphics Catalog.

The ALA Public Awareness Committee assists in planning National Library Week and related activities. The committees hold open meetings at the ALA Annual Conference and Midwinter Meeting. Suggestions are welcome.

History
In the mid-1950s, research showed that Americans were spending less on books and more on radios, televisions and musical instruments. Concerned that Americans were reading less, the ALA and the American Book Publishers formed a nonprofit citizens organization called the National Book Committee in 1954. The committee's goals were ambitious. They ranged from "encouraging people to read in their increasing leisure time" to "improving incomes and health" and "developing strong and happy family life."

In 1957, the committee developed a plan for National Library Week based on the idea that once people were motivated to read, they would support and use libraries. With the cooperation of ALA and with help from the Advertising Council, the first National Library Week was observed in 1958 with the theme "Wake Up and Read!"

National Library Week was observed again in 1959, and the ALA Council voted to continue the annual celebration. When the National Book Committee disbanded in 1974, ALA assumed full sponsorship.

For more information
Tips for organizing and promoting National Library Week are posted on The Campaign for America's Libraries' Web site at www.ala.org/@yourlibrary.

To receive a free ALA Graphics Catalog with National Library Week posters and other promotional materials, call 800-545-2433, ext. 5046."

Enjoy your library, and thanks for reading!!!

Alisa

"Crystal Darkness" Documentary to Air in Arizona

Thanks to my colleague, Rebecca Hill, of Arizona's Children Association, for passing this information on to me:

GOVERNOR’S OFFICE PUBLIC SERVICE ANNOUNCEMENT:

Governor Napolitano’s office has asked that we distribute this information.

On April 15, 2008, from 6:30 to 7:00 p.m., nearly every network-affiliated and independent Arizona television station will simultaneously broadcast a shocking and in-depth documentary on the dangers of Crystal Meth entitled, "Crystal Darkness."

We hope you will pass this information along to others who may be interested in this topic so they can make arrangements to see this powerful broadcast on the life-threatening consequences of using meth.

We also wanted to make you aware that DVDs will be available through the Phoenix Police Department for those who are unable to access the local cable channels. If you are interested in this DVD, please contact Commander Crockett.

Chris Crockett, Commander
Public Affairs Bureau Phoenix Police Department 602-262-4841 chris.crockett@phoenix.gov

You might want to visit the website http://www.crystaldarkness.com/ for additional information.

National Environmental Education Week

Finally, it seems that more and more of us are paying attention to the health of our planet. As parents and educators, it seems our responsibility to teach our children how to be truly responsible citizens so that their great-grandchildren can enjoy the beauty of our planet, and preserve resources so that all peoples of the world can live in health and comfort.

Just in time for Earth Day (April 22), participate in National Environmental Education Week (starting April 13) with your children at home or in schools. From the website:

"National Environmental Education Week (EE Week) is the largest organized environmental education event in the United States. Made possible by Canon, it increases the educational impact of Earth Day by creating a full week of educational preparation, learning, and activities in K-12 classrooms, nature centers, zoos, museums, and aquariums. By participating in EE Week, you encourage your students to make a difference in their schools, homes, and communities!

Sign up now to participate in National Environmental Education Week, April 13-19, 2008!National Environmental Education Week promotes understanding and protection of the natural world by actively engaging K-12th grade students and educators of all subjects in an inspired week of environmental learning and service before Earth Day.

To date over 900 schools, nature centers, zoos, museums, and aquariums from around the country have pledged to implement EE Week activities, and you can join them!

This year EE Week 2008 will focus on a special Carbon Footprints theme. Participants will have access to a wide variety of FREE environmental education resources, including:

• Standards-based environmental education lessons and activities, including special Climate Change Educational Resources developed by the Earth Day Network and an online Student Carbon Calculator;
• Monthly electronic newsletters highlighting the latest EE curricula, professional development, and funding opportunities;
• Opportunities for online communication and knowledge-sharing with educators from across the country, including a special EE Week Photo Blog.

You can join National EE Week's efforts, promote environmental learning, and gain national exposure for your work by registering today at http://www.eeweek.org/.

Questions? Email EEWeek@neefusa.org or call 202-261-6484."

Check it out - be green!

Thanks for reading,

Alisa

Free Tutoring Programs Not Being Tapped - U.S. Dep of Ed Report

A colleague in the Arizona Department of Ed passed this along to those of us who are providers of the Supplemental Education Services. Those providers serve students in the tutoring program that is funded out of a portion of monies that schools/districts receive for their high-poverty populations.

In short, what this report is stating is that there is some improvement on parents and students taking advantage of free tutoring programs, but much more can be done. Some highlights (the full text of the article is below - including a link for more information):

• Only 17% of eligible students took advantage of the free tutoring programs available to them
• Only 27% of parents reported knowing about the free tutoring programs, and
• 53% of parents surveyed stated that they knew their students qualified for the free tutoring services.

DEPARTMENT RELEASES INTERIM REPORT ON SCHOOL CHOICE AND SUPPLEMENTAL EDUCATION SERVICES
Report is fourth in a series on implementation of No Child Left Behind

The U.S. Department of Education today released an interim report on the state and local implementation of No Child Left Behind’s public school choice and supplemental educational services options during the 2003-04 and 2004-05 school years.

The report found that the number of students participating in both options, especially supplemental educational services, has increased substantially. However, only a small proportion of eligible students took advantage of the options available to them. In the 2004-05 school year, one percent of the nearly 6.2 million eligible students participated in the school choice option and 17 percent of the 1.8 million eligible students participated in the supplemental educational services option.

According to the report, notable issues contributing to the low participation were that choice options were not always made available, particularly at the middle and high school levels, as well as problems communicating with parents. A parent survey conducted in a subsample of eight large urban districts found that only 27 percent of eligible parents said they had been notified about the school choice option and only 53 percent said they knew their child was eligible for supplemental services.

The study found that the quality of parent notification materials varied: some were easy to understand and presented the options favorably, while others were confusing, used technical language, or discouraged use of the options. Almost half of the districts (49 percent) notified parents about the school choice option after the start of the school year - and districts that notified parents earlier had higher participation rates.

Other key findings from the report include:

· In a sample of nine large urban districts, students participating in the Title I school choice option had similar prior achievement, on average, as all eligible students, indicating that the program did not simply “cream” the most advantaged students. For supplemental services, participating students had lower prior achievement than eligible students who did not participate, indicating that the program is reaching a more disadvantaged population.

· In the nine urban districts, African-American students had the highest participation rates in supplemental educational services; limited English proficient students and students with disabilities also had above-average participation rates. For school choice, the highest participation rates were for white and African-American students. Students who participated in school choice transferred from schools with below average achievement levels to schools with higher-than-average achievement. Students of all races chose schools that were more racially balanced

· Most districts required to offer Title I school choice and supplemental services reported that they did offer these options to eligible students; however, districts were more likely to provide these options at the elementary level than at the middle and high school levels.

· Parents surveyed in eight of the large urban districts reported satisfaction with the school choice and supplemental services options.

· Parents who chose to enroll their child in school choice or supplemental services most commonly indicated that the reason was to provide better educational opportunities for their child. For school choice, the most common reason was that parents thought the quality of teaching at the new school was better. For supplemental services, the most common reason was that the tutoring was offered in subjects where the child needed extra help. In addition, over half chose supplemental services because their child’s teacher thought the child needed the extra help.

An important goal of No Child Left Behind is to provide additional educational options to parents of students in low-performing Title I schools, specifically the opportunities to move their child to a higher-performing school or enroll their child in free tutoring services. The report is part of an effort to examine the effects of the No Child Left Behind Act, and draws on the findings of two federally funded studies, the “National Longitudinal Study of No Child Left Behind” and the “Study of State Implementation of Accountability of Teacher Quality Under No Child Left Behind.”

State and Local Implementation of the No Child Left Behind Act, Volume IV - Title I School Choice and Supplemental Education Services: Interim Report, is available at www.ed.gov/about/offices/list/opepd/ppss/reports.html#title. The study was conducted for the Department by the RAND Corporation, the American Institutes for Research, and the National Opinion Research Center.