California Governor Proposes Transitional Kindergarten Elimination

Right now, a debate is raging in California about what is known as transitional kindergarten and whether the state should continue its funding for it. Transitional kindergarten is a prekindergarten for low income and disadvantaged 4 and 5 year olds, allowing them to start developing earlier some of the skills necessary to succeed in the public schools. It allows them to reach an even playing field scholastically while relieving a financial burden on their parents. Governor Jerry Brown has proposed eliminating the plan, which would save the state $224 million. However, teachers and parents are unhappy and protesting the proposed decision. If Gov. Brown does cancel the program, opponents say that “thousands of teaching jobs would be lost [and] school districts would lose state per-pupil funding.” Not to mention that parents would have to find often expensive daycare alternatives to place their children in and the students themselves would no longer be receiving instruction that could aid them in their school careers. While some parents can get waivers to allow their 4 year olds to attend kindergarten, most parents agree that the alternative is a copout and a “bait and switch.”  It’s looking like, for now at least, that he proposed cuts will pass, eliminating what could be a critical resource for underprivileged students.

Via Los Angeles Times

California adds a year of Kindergarten to get children prepared

Preet Sandhu’s daughter turns five on November 5th, 2012, but she’s no longer eligible kindergarten according a new law which requires that children be five-year-old by November 1st to enroll in kindergarten next school year. The new law changing the age requirement for kindergarten continues for over 3 years. This year, children will be five-year-old no later than November 1st as to be eligible for registering Kindergarten, and in the fall of 2013, children have to be age five by October 1st, and by September 1st for the fall of 2014.

For these children who have later birthdays may attend transitional kindergarten, or TK. So what is TK?

The law that changed the age requirement also called for TK which is created by Joe Simitian, author of legislation. Simitian called it a “game changer” that would ultimately help children to get better test scores, reduce the rate of misplaced into special education classes and held back in school. As to prepare children for the academic rigors of kindergarten, TK will focus on improving motor and social skills of the children. According to a Public Policy Institute of California review of fourteen studies published in 2008, students who start kindergarten at a older age perform better on math and reading tests in eighth grade.

“I think it’s amazing,” said Heather Wright, a kindergarten teacher at Elliot Ranch Elementary in Elk Grove who is also helping develop TK curriculum for the district. She said children would learn to raise their hands, stand in line, relate to their peers and use words properly, among other things. And most parents agree that there is a need that it’s good to have an extra year of academic preparation prior to kindergarten.

Educator at the summit said that parents might be put off by logistics. Most schools will only have a number of students eligible for TK, in other words, the majority may have to attend school outside of their neighborhoods while the state does not provide transportation. About 350 Elk Grove Unified students are eligible for transitional kindergarten next school year, said Bob Roe, director of elementary education for the school district. He said Elf Grove Unified, which has 39 elementary schools, might have about 15 TK classes while Twin Rivers Unified might combine TK and regular kindergarten classes, so students can attend their neighborhood schools.

But no matter what the final plan is, parents have options, just like for kindergarten that TK is voluntary. And the registration of TK for either of traditional or modified traditional schools will most likely take place in January or February.

For the full text, please visit: http://www.sacbee.com/2011/11/14/4052113/elk-grove-district-begins-school.html

Way to an anti-racism classroom

America is a land of diversity. But “the truth is that, after decades of progress in closing the outcome gaps between white students and students of color, the disparities are just as profound today as they were in the 1950′s”, writes Dr. Danielle Moss Lee, President and CEO at Harlem Educational Activities Fund (HEAF), in her newest article at edutopia.org. Why is racism still a problem at schools and what can teachers do against it?

The truth is, that education often is a question of financially resources. In a lot of big cities like New York, many poor have to visit under-resourced schools, “that are not only separate and isolated, but that are also just as unequal as they were in the mid-20th century”, Moss Lee states. At these schools black students are often treated more harshly, even if there the majority in the community is black.

Teachers at these schools need to be conscious of the structural racism found at these schools and take active steps to address their prejudices. They need to overcome low expectations towards their poorer students. To treat students equal also means, not to ignore race, so Dr. Danielle Moss Lee. “In a society where we are constantly bombarded with varying images of people from different backgrounds, the worst thing you can do is to pretend that race doesn’t exist or doesn’t matter.” A better way would be to identify and address unspoken biases. Also, identifying community assets and how to help your students and families access them helps to build a strong community network. Also, it is important to remember that not all minor ethnic groups come from low-income-families. Seek out resources and try to know your students a little bit better!

Self-awareness is the key to a racism-free classroom. “The solution in your classroom begins with you. Don’t be afraid to ask yourself the tough questions”, Dr. Danielle Moss Lee states.

Please find more information at edutopia.org!

Denise Louie Education Center promotes school and life readiness by providing multi-cultural early learning services to vulnerable and multi-cultural children and families. We work on establishing a a supportive learning environment for children, parents, and staff, in which the processes of enhancing awareness, refining skills, and increasing understanding are valued and promoted. We know, that the members of the Head Start community – children, families, and staff – have roots in many cultures. Head Start families and staff, working together as a team, can effectively promote respectful, sensitive, and proactive approaches to diversity issues. Please find more about Denise Louie education center and its goals at http://www.deniselouie.org.

Kung Hei Fat Choi!

This last Monday the 23rd was the annual celebration of the Lunar New Year, also known colloquially as Chinese New Year. Kicking off the year of the Dragon, the Lunar New Year is celebrated by millions all over the globe. The Head Start kids at our International District location celebrated by singing, making rice balls and coloring dragons. Check out the photos of all the action below: 

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Did you celebrate the Lunar New Year? If so, how did you celebrate?

DLEC Insights

Daniel did a puppet at his daycare at DLEC – he loves it!

The culture of reading

Who didn’t enjoy reading as a child? To escape to other worlds always had been great. Nonetheless, developing a reading culture at schools has to cope with a lot of negative attitudes. The idea of reading seems to be seen as antiquated, pupils not willing to borrow books from the library to read at home. A newer article from the “Guardian” gives hints how to motivate school kids to read more and to develop a reading culture at school.

“Firstly, your staff must be seen as readers”, authors Louise Kanolik and Ela Turker tell. Children need to see adults consistently reading for pleasure to value reading as a fun activity.

The unconventional idea: Developing a “Whole School Reading or Drop Everything and Read” (DEAR). “This is an activity that involves every member of the school staff and at an allotted time each week, or if you are able, every day, every member of your school community drops everything and reads silently.” But the biggest problem could be to motivate not only pupils, but teachers as well to read more…  But it’s worth the hazzle. Schools should offer their pupils a box with interesting reads: Magazines, the Guiness Book of records and similar will be more interesting for teenagers as “Pride and Prejudice”! Funny posters of well-known teachers and stuff caught reading can add to the fun as well. Not enough books in stock? Local librarians are normally willing to come into schools and offer information on local services! Please find more information at http://www.guardian.co.uk/teacher-network/2011/nov/28/whole-school-reading.

At DeniseLouieEducationCenter, two of our preschool classrooms are using Raising a Reader. Raising a Reader is a national program that allows families to engage in weekly or bi-weekly book reading by rotating books through book bags held in their child’s classroom. Families are required to watch a short video of the importance reading and interacting with their children during book reading at home and the library. The program provides children the additional emergent literacy opportunities that would otherwise not be there.  In 2007, DLEC was granted start-up funds for the Raising a Reader program from CenturyLink Foundation (former known as Qwest Foundation).  With those funds, we were able to purchase the Raising a Reader license, the required materials for two classrooms, and send two staff members to training inSan Mateo,CA. In the 2010/11 school year over 40 families participated in Raising a Reader and we are currently on track to serve more than 40 new families for the 2011/12 school year.

Denise Louie Education Center is currently looking for funding to expand the Raising a Reader program from two classrooms to all eleven classrooms.

Washington State failing in education matters?

According to a Seattle Times article from Thursday, Washington State is failing to meet its constitutional duty to provide a basic public education to all children in Washington. A state Supreme Court decision from Thursday, January 5^th, underlined the importance of funding public education. Anyway, Washington State will not be able to save the school system from further cuts.

On Monday, Lawmakers will gather in Olympia to address a $1.5 billion budget shortfall. Deep cuts to education costs and shortening the school year by a week are still on the table, so Seattle times reporters Brian M. Rosenthal and Lark Turner write in their article from Thursday, January 5^th. The ruling did not require lawmakers to take specific, immediate action. Instead, the court gives the state until 2018 to fund education fully.

Protecting education funding at the expense of other programs would be devastating to the social safety net, so Senator Ed Murray, chairman of the Senate Ways & Means Committee. “I don’t know where that money would come from,” so Murray said. “I don’t know that there are $6 [billion] to $9 billion in the budget, unless you wanted to maybe close down some community colleges and maybe stop meeting our pension obligations and things like that.”

Murray and other Democrats see the need for the state to increase taxes to fund existing state programs. Republicans see the decision as an indication for the Legislature to rethink how it funds education. Lawmakers should focus on reducing regulation and state control of local school districts, so Senate Minority Whip Doug Ericksen, R-Ferndale.

Lauren McGuire, the president of the Seattle Council PTSA, noted that the decision may move the state in the right direction, but will not help many students right now: “It’s difficult for those kids who are in school between now and the next six years,” said McGuire, referencing the 2018 deadline. “Six years is a long time to wait in the life of a child.”

Please find more about the shortening in school education in the Seattle Times article at http://seattletimes.nwsource.com/html/education/2017166784_edruling06m.html

Turn off the TV: ‘Screen-Free’ play best for toddlers’ brains

Free play helps developing a toddler’s brain and is much better than TV, videos or even “educational” programs, a new American Academy of Pediatrics (AAP) policy statement says. Unstructured playing helps children under age 2 learn to think creatively, solve problem, develop motor skills and entertain themselves. Even “educational” video programs for infants and toddlers don’t have such an immense positive effect.

“Extensive exposure to TV and videos puts children at risk for delays in language development when they start school”, the experts pointed out according to an article in HealthDayNews. That goes that far, that even parents watching TV can distract the playing children. But in today’s world, TVs and computers are found everywhere, which makes it hard and even more important for parents to restrict a children’s access to these media. “If parents choose to let their children watch TV or videos, they need to set limits on viewing time”, the AAP recommends. A TV in a children’s bedroom makes it hard to manage TV programs a child is allowed to watch. In addition, watching TV before bedtime can cause poor sleep habits and irregular sleep schedules.

“Young children learn best from and require interaction with people, not TV shows or videos”, the AAP states. But a lot of working parents don’t have time to excessively play with their kids between a busy work schedule, grocery shopping, preparing dinner and own hobbies. In this case, parents should opt for supervised independent play instead of TV or videos.  Chances for independent and self-determined play can find everywhere. The HealthDay Article recommends giving the child nesting cups to play with on the floor nearby while a parent prepares dinner.

Being creative pays off: “In today’s achievement culture, the best thing you can do for your young child is to give a chance to have unstructured play – both with you and independently”, study lead author Dr. Ari Brown says. “Children need this in order to figure out how the world works.”

There are a lot of ways to spend time with your kids the fun way!

• Taking a walk in the park, search for flowers, well-shaped stones and fallen leaves to create a collage
• Create a “puzzle box”:  Place a “mystery” object in an old shoe box with a lid. Your kid has to figure out what is inside without opening it. Tapping and shaking is allowed!
• Think about a place that you would like to visit. Describe it to your child: What do you seem, smell, and feel? Now it’s your child’s turn…

What are your favorite ways to spend time with your kids? Do you like playing catch, take a bicycle tour or go hiking?

Sources:

American Academy of Pediatrics, news release, Oct. 18, 2011

http://consumer.healthday.com/Article.asp?AID=657757

Enrolling Dads for Dad & Me Group

Seattle – January 4, 2012: A stable relationship between fathers and their children is essential for children’s well-being. To support this relationship between fathers and their children, Seattle-based Denise Louie Education Center’s Early Head Start created a Dad & Me Group for fathers with children aged birth to three years of age. Starting January 18, 2010, Denise Louie Education Center is now able to offer this group to the public through a partnership with Wellspring Family Services and a $1,500 grant from the Foundation for Early Learning’s Community Action Project.

“In 2009, according to the U.S. Census Bureau, 24 million children in America live in homes where the biological father is absent,” Executive Director Janice Deguchi explains. “Fathers have a huge influence on their child’s development.” Research suggests that children who grow up with involved fathers are more likely to have better friendships, fewer problem behaviors, better school results, higher self-esteem and life-satisfaction, higher educational attainment, less chance of becoming criminally active or using drugs, and more satisfying adult relationships.

The free Dad & Me Group will be open to Early Head Start fathers and the all fathers (or father figures) with children ages birth to three.  This project will be held every third Wednesday of the month at Wellspring Families Services. The program includes dinner, father/child activities and time for a fathers’ discussion group. Childcare is provided during the discussion group. Field trips to the museum, aquarium, and other child centered attractions will be included as the group evolves.

The first class will be January 18 from 5-6:30pm at Wellspring Family Services (1900 Rainier Ave S., Seattle). Individuals will need to register for this exciting group at (206) 767-8223.

Aaron Jeffers, the lead facilitator of the Dad & Me Group, is currently a Home Visitor in Denise Louie Education Center’s Early Head Start program and father of a 2 year old with one on the way states, “We are excited about connecting fathers to each other and providing an opportunity for them to learn and grow with their children.”

Please find our flyer in different languages online.

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