BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Parents Council of Washington - ECPv6.15.20//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://www.parentscouncil.org
X-WR-CALDESC:Events for Parents Council of Washington
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20070311T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20071104T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20080309T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20081102T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20090308T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20091101T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20100314T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20101107T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20110313T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20111106T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20120311T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20121104T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20130310T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20131103T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20120301T083000
DTEND;TZID=America/New_York:20120301T120000
DTSTAMP:20260424T135613
CREATED:20160406T182421Z
LAST-MODIFIED:20160823T171655Z
UID:1821-1330590600-1330603200@www.parentscouncil.org
SUMMARY:2012 Best Practices Forum: Encouraging Kindness in our Schools
DESCRIPTION:Encouraging Kindness in our Schools\nSee E-Binder with Best Practices from 20 member schools\n\nThe Parents Council of Washington hosted its Best Practices program on “Encouraging Kindness In Our Schools – A Forum To Share How Schools Cultivate Kindness And Respond To Bullying” on Thursday\, March 1\, 2012 at the National Presbyterian School.  The event featured three speakers from PCW member schools\, Ms. Vickie Roos\, Assistant Head of the Barnesville School\, Ms. Kristen Edma\, Middle School Counselor at the Holton-Arms School\, and Ms. Gaby Grebski\, Upper School Counselor at the Sidwell Friends School.   The Parents Council of Washington invited PCW Representatives\, PA Presidents and interested parents from all of the member schools to attend.  Following the presentations by the panel members\, this important topic was discussed by all of the participants in a Question and Answer Session.\nThe Parents Council of Washington hosted its Best Practices program on “Encouraging Kindness In Our Schools – A Forum To Share How Schools Cultivate Kindness And Respond To Bullying” on Thursday\, March 1\, 2012 at the National Presbyterian School.  The event featured three speakers from PCW member schools\, Ms. Vickie Roos\, Assistant Head of the Barnesville School\, Ms. Kristen Edma\, Middle School Counselor at the Holton-Arms School\, and Ms. Gaby Grebski\, Upper School Counselor at the Sidwell Friends School.   The Parents Council of Washington invited PCW Representatives\, PA Presidents and interested parents from all of the member schools to attend.  Following the presentations by the panel members\, this important topic was discussed by all of the participants in a Question and Answer Session.  \nThe Middle School Perspective on Encouraging Kindness in our Schools was presented by Ms. Kristen Edma\, who serves as the Counselor to approximately 150 7th and 8th grade students at the Holton-Arms School.  The foundation of their program is a Diversity Mission Statement\, which references a Statement of Respect\, the Honor Code and the Holton Policy on Bullying and Harassment.  The emphasis is on acceptance of others based on mutual trust and providing a safe and comfortable learning environment for all students.  Holton has a zero tolerance policy and any offenses are judged on a case by case basis.  When appropriate\, cases are reviewed by the student Honor Council.  However\, it is important to note that the term “bullying” can be overused\, and it must be considered with regards to both content and awareness.   Ms. Edma’s goal as a counselor is to solve issues\, not just to be a disciplinarian. \nThe Internet has changed the dynamics of bullying for many students\, and Ms. Edma stated that “The Internet can be quite cruel.”  As Holton-Arms is a laptop school\, there has been a significant increase in instances involving online posts\, forwarding of text messages\, and anonymous comments.   The Internet adds the “messenger” and can even become the “messenger” in some situations.  Ms. Edma encouraged parents to be aware of their children’s activities online. \nThe Holton-Arms School conducts classes for 6th and 7th grade students on how to be their own best advocates\, including topics such as diversity\, tolerance\, self-awareness\, and relationships with teachers and fellow students.  In the 8th grade\, Ms. Edma leads a health class which focuses on communications and independence.  The students view the movie “Odd Girl Out” and then discuss the important issues raised by the film. \nThe Lower School Perspective on Encouraging Kindness in our Schools was presented by Ms. Vickie Roos\, the Assistant Head of School of the Barnesville School and the previous Head of the Barnesville Middle School.  Her perspective is that of a parent\, a teacher and now as an administrator.  The foundation is the Mission Statement of the School\, which states: “We are dedicated to providing a joyful and supportive learning environment for the development of excellence in each of us.”  Self-centeredness is inherent in young children\, and therefore the Barnesville School strives to make the students aware of the world around them at an early age and to further understand how to become part of their community.  The Barnesville School sponsors a Buddy Program in which young children are paired with older students.  Each school day begins with a Morning Meeting held in the gym where students sit with their buddies and listen to morning announcements.  The relationships that develop throughout the year between the buddies are very meaningful to the students and encourage kindness and communication.  During the Morning Meetings\, the Barnesville School also highlights is “Character Word of the Month\,” which has included kindness\, service\, perseverance\, respect\, initiative\, courage\, cooperation\, responsibility and honesty. \nMs. Roos explained that the students of the Lower School at Barnesville are divided into groups called “Pods.”  Each Wednesday afternoon\, the Pods meet in designated areas to participate in health or character lessons.  Most of the lessons are literature based\, with role-playing and hands-on activities integrated into each theme.  In addition\, students work on conflict resolution activities to help young children understand how to become part of a community.  Another approach to encouraging kindness even for very young children is through engaging in school sponsored community service projects. \nAt the Barnesville School the teachers and staff focus on early intervention for both the academic and the social-emotional growth of the students.  If a teacher notices any type of unkind behavior occurring\, he or she addresses it immediately.  Whether on the playground or in the classroom\, the teachers work to make each situation a learning experience with immediate feedback.  Communication with parents is also important so that children know that everyone is on the same page.  In addition\, students are encouraged to support other students who are the targets of bullying by confronting bullies\, telling adults what they have observed and communicating with faculty about such issues.  Each year the Barnesville School sponsors “Peace Week” in conjunction with Martin Luther King’s birthday.  The theme of this year’s “Peace Week” was “Bullying” and lessons and activities were developed by the school’s Diversity Committee.  The culmination of “Peace Week” is a school assembly where each Buddy Group makes a presentation and together the students perform a silent candle lighting ceremony. \nThe Barnesville School has an Honor Code and an Acceptable Use Policy which all 4th through 8th grade students and their parents are expected to read\, sign and return to the school.  The school also has a bullying and cyber-bullying policy which is published in the Student and Parent Handbook.  Students and families are encouraged to immediately inform the school when they are aware of a bullying situation.  These behavioral concerns are dealt with on a case by case basis.  Perception is a child’s reality and therefore a thoughtful discussion to discover where the truth lies is essential.  The school works in a variety of ways to resolve a bullying situation and there are a range of consequences for inappropriate behavior including intervention and communication with parents. \nMs. Roos concluded her remarks by stating that it is important for educators to continue to work with children to learn how to be a friend and how to be accepting of differences.  We need to make our moral standards clear and have ongoing conversations with students\, teachers and parents about values and principles.  Creating an environment of kindness will support the values that are most important in the greater community. \nThe Upper School Perspective on Encouraging Kindness in our Schools was presented by Ms. Gabi Grebski\, the Upper School Counselor at the Sidwell Friends School.   In addition to her role as School Counselor\, Ms. Grebski also teaches a class and coaches.  Ms. Grebski began her remarks by asking\, “What is stereotypically labeled as bullying?”  Examples such as gossiping\, acting before you think\, impulsive comments and joking were given.  At Sidwell Friends\, the intentional bullying is seen less in the Upper School.  There was a serious incident in the Middle School several years ago and it was addressed immediately by the school counselors and the administration.  Ms. Grebski stated that there is a developmental piece to the subject of bullying\, with many types of behaviors labeled under that category.  As the students mature\, the behaviors often are modified.  However\, when bullying occurs in the Upper School\, there are often underlying issues present and it is important to address these issues.  Promotion of healthy ego development is very important for students at this age.  Ms. Grebski uses the metaphor of thinking of your friends as books to help Upper School students understand the dynamics of relationships.  Students may choose to rearrange their books on the shelf\, but you should not throw away any of your books or in this case\, your friendships.  The discussion on bullying is an important one for parents to have with their children\, keeping in mind that even Upper School students will model their behavior on their parents’ behavior. \nThe Sidwell Friends School has an established Bullying and Harassment Policy\, which is based on inclusion and kindness.  There is an additional section on Internet Harassment for which there are institutional guidelines for the appropriate code of conduct by students.  Sidwell also has an Honor Code and an Honor Committee.  There have been very few incidents in recent years concerning bullying. \nMs. Grebski noted that although there is not a lot of anti-bullying in the Sidwell curriculum\, there is an ongoing\, open dialogue between students and faculty.  When working with her students\, Ms. Grebski discussed how the students continually speak of their respect for one another.  In addition\, the students refer to Sidwell as a small tight community\, and many believe that being a coed school encourages mutual respect.  The students feel comfortable talking about different issues with the faculty and administration which creates an open environment for discussions.  Sidwell offers many opportunities for Upper School students to join a variety of clubs\, making it possible for every student to find his or her niche.  There is even a student club called “Random Acts of Kindness.” \nIn the Upper School at Sidwell Friends\, there is an established TA program in which older students mentor the younger students.  The freshmen orientation program is conducted over two days and is led by the Senior TA’s for all of the incoming students.  Issues involving diversity\, including economic diversity\, are openly discussed.  Throughout the orientation program there is a sense that the Upper School involves more than just the individual student.  Ms. Grebski believes that the underlying foundation of kindness and respect for others within the Upper School may in part be due to the Quaker influence. \nQuestion and Answer Session \nWhat faculty development exists for character development?  How are faculty evaluated?  Measured?\nPlayground time should not be a break for teachers.  You need to plan where to stand\, to observe and to be aware of what is going on during recess.  The faculty needs to report to the counselors what is going on with the students in the hallways and classrooms\, and then the counselor is able to intervene when necessary.  Counselors rely on teachers and faculty to observe students and to report to them.  This communication is essential and teachers need to know that counselors are following up on these issues\, so that they do not go unaddressed.  Advisory groups also help as another resource for the students to interact in a social situation.  Faculty is present at lunchtime to observe the interactions among students.  Most issues are brought to the counselors from students.  High school students are savvier about social situations so issues may not be as obvious. \nHow are teachers and schools encouraging resilience?  We are creating bubbles for our children.  The real world is a lot tougher.\nWe need to have conversations with not only the students\, but the parents as well\, about how to set expectations and deal with disappointments.  It is important that pain is felt and addressed\, as parents cannot solve all of their children’s problems for them.  “What do you have control over?”  Teach the students you cannot change someone\, so how do you choose to handle a situation?  Children need to learn to make healthy and positive decisions and then to move forward.  The parent piece is also very important as you hear “What is being done?”  Parents need to have trust in their children’s schools and to believe that the schools are aware of most issues.  Further\, we need to give students the tools to effectively deal with difficult social situations.  Barnesville has an ethics course for students in the 5-8th grades\, which allows students to learn what their personal values are and to understand that there is a healthy way to address issues. \nWhat are schools doing about what happens outside of school?  Parties\, Facebook?\nEach school has their own perspective on how to handle issues outside of school.  If issues are brought to the school or are having an impact in school on the students\, the school has to address them.  This intervention is done on a case by case basis.  High school students need to have some independence and need to learn to self-regulate.  “You need to know your kid and when to step in as a parent.” \nWhy is there no Honor Council for Lower School?\nThis question involves more of a developmental piece.  Lower school is involved but there are other ways in which the Lower School addresses social issues.  Age development plays a major role in determining what is age appropriate.  In addition\, the Middle School Honor Code/Council is a somewhat different from Upper School.  In summary\, levels of Honor Code need to be age appropriate. \nAre there parent development programs out there as well?\nSome schools provide mandatory parent meetings that address issues of kindness\, bullying\, etc.  Holton\, Barnesville and Sidwell all sponsor parent seminars and speaker events.  Counselors are often invited to speak at parent coffees or meetings.  The school counselors find that students are exposed to so much more these days that parent education is an important component for addressing these issues.  Holton has a drugs and alcohol program that is mandatory for students and parents.  Most parent education is done through the Parents Associations. \nSeems you all want to shy away from “Discipline”?\nThe role of the guidance counselor at Holton is not to discipline students.  Ms. Edma views her role is to work with the division head to support discipline decisions.  All three speakers agreed that accountability is very important.  In the Quaker community at Sidwell\, Ms. Grebski does not directly discipline students\, but works with the Deans regarding discipline issues.  At the Barnesville School\, Ms. Roos does discipline as the Assistant Head of School.  If there is a major issue\, the Head of School at Barnesville becomes involved\, but all three schools agree the counselors are not the ones to discipline.  The disciplinary actions are administered by the Deans or Heads of School.  Discipline can look very different depending upon the individual circumstances.  Sometimes it is in the form of a letter of apology\, speaking at assembly\, etc. and in each case the student needs to be held accountable for his or her actions. \nConfidentiality vs. Accountability?  \nParents want to know the loop is closed when they approach the schools with issues.  They do not need to know specifics but need to trust that school is handling the issue.   In every case\, communication is key.  The school needs to communicate with all who are involved and share whatever information is appropriate with the parents. \nTalking with other parents about various issues can be tricky\, any advice?\nWhen the health or safety of a child is involved\, you should speak up.  Perhaps a phone call to the school counselor is easier than speaking to another parent.  This can help to take the responsibility off of the “messenger.”
URL:https://www.parentscouncil.org/event/2012-pcw-best-practices-encouraging-kindness-in-our-schools/
LOCATION:National Presbyterian School\, 4121 Nebraska Avenue Northwest\, Washington\, DC \, 20016\, United States
CATEGORIES:Best Practices Forum,Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20120208T090000
DTEND;TZID=America/New_York:20120208T120000
DTSTAMP:20260424T135613
CREATED:20160406T182420Z
LAST-MODIFIED:20160818T162538Z
UID:1820-1328691600-1328702400@www.parentscouncil.org
SUMMARY:2012 Upper School Student Leader Breakfast
DESCRIPTION:Program Summary\nThe Parents Council of Washington hosted its annual Student Leader Breakfast on Wednesday\, February 8\, 2012 at the Georgetown Preparatory School. Fifty-two students\, including both juniors and seniors\, from twenty-seven PCW member schools attended the event. Mr. Jeff Jones\, the Head of Georgetown Prep\, welcomed the students and challenged them to seek out opportunities to give back to their communities. \nThe Student Leader Breakfast program began with welcoming remarks by Shelley Gunner\, Vice President of the PCW. She introduced her fellow Board member\, Mary Cohen\, who was the moderator of the discussion with the students. \nThe opening topic for discussion in the large group setting was Time Management and the College Application Process and the challenge of striking a balance between academic courses\, athletics and extracurricular activities. Students expressed difficulty in prioritizing their work load along with other responsibilities and noted the pressure they felt to succeed in a variety of activities in order to build a successful and compelling resume for college applications. It is helpful to have understanding teachers and coaches who are willing to accommodate students when they face these conflicting priorities. The College Admissions Process contributes greatly to the level of stress experienced by these Upper School students. They described the pressure that culminates during their senior year with standardized testing and college applications along with their academic classwork. The SAT and ACT testing is extremely challenging and stressful and many of the students noted that they sought outside help with SAT/ACT prep courses. \nMrs. Cohen introduced the third topic of discussion by asking all of the students if they felt that Bullying was a problem at their school. The students noted that the bullying that generally occurs in high school focuses more on social issues such as excluding someone rather than on the textbook definition of physically bullying another student. Often the bullying occurs through social media\, such as Facebook\, which can create a forum where some students can bully others in a nonconfrontational and passive way. It is sometimes easier to make derogatory statements online where it is harder for parents and school administrators to control. \nMrs. Cohen then posed the question\, “How far can a School Reach into a Student’s Life Outside of Campus and Outside of the School Day?” The students offered many viewpoints on this controversial topic and the issue of First Amendment Rights for students. What are the limits of acceptable behavior on the part of a student outside of school? When is a student representing his/her school? When is it warranted to discipline a student for unacceptable behavior outside of the school setting? Some students expressed their beliefs that a student represents the school at all times and if a student’s actions are not representative of the expected behavior then it is appropriate for the school to discipline that student. \nThe next topic at the Student Leader Breakfast was Honesty and Academic Integrity. The moderator asked\, “What is the extent of Cheating at your school?” Many of the students responded that cheating is an issue at their school. Some of the students indicated that their school has an Honor Code or Honor Council. One student stated that schools should emphasize that one should compete with oneself and not with other classmates. Students cheat because they feel that they cannot compete effectively with others. \nMary Cohen discussed other topics such as Does your school prepare you for life after High School\, Alcohol and Drugs\, and Being Plugged versus Unplugged. Following a break in the session\, the Student Leader Breakfast continued in small group settings with students acting as the group moderators. Students were allowed to select from a range of topics including Stress\, Male vs. Female Relationships\, Effective Student Measures to Change School Policy\, Diversity/Homophobia\, Relationships with Students from Other Schools\, Community Service Requirements\, and School Rivalries/Cliques.
URL:https://www.parentscouncil.org/event/2012-pcw-upper-school-student-leader-breakfast/
LOCATION:Georgetown Preparatory School\, 10900 Rockville Pike\, North Bethesda\, MD\, 20852\, United States
CATEGORIES:Events,Student Leader Breakfasts
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20120111T083000
DTEND;TZID=America/New_York:20120111T120000
DTSTAMP:20260424T135613
CREATED:20160406T182412Z
LAST-MODIFIED:20160818T163217Z
UID:1819-1326270600-1326283200@www.parentscouncil.org
SUMMARY:2012 Winter Forum
DESCRIPTION:Program Summary\nThe PCW Winter Forum is open to PCW Reps and PA Presidents.  It was held at The Holton Arms School.\n The Parents Council of Washington hosted the Winter Representatives Forum on January 11\, 2012 at the Holton-Arms School.  The event included a PCW Webinar Workshop and a program entitled “Thoughts and Tips for Leading a Webinar Program at Your School.”  Molly LaRochelle\, President of the Parents Council of Washington\, welcomed all of the participants and thanked Holton-Arms for their ongoing support of the PCW.   Ms. LaRochelle also expressed that “the Parents Council is honored to work with so many exceptional school leaders.”\nThe Parents Council of Washington introduced its new Facebook page – http://www.facebook.com/ParentsCouncilofWashington.  This Facebook page will allow us to announce our events and bring attention to the many resources on our PCW website\, including speakers\, webinars and the various activities at our member schools.  The PCW Facebook page will also enable our Representatives and member school parents to interface with other PCW parents and to share information on upcoming events and helpful resources. \nThe highlight of the Winter Representatives Forum was a workshop on how to lead a Webinar program at your school.  Kristen Waksberg and Mary Cohen\, PCW Board members and Event Co-Chairs\, presented the following detailed information on how to register and view Webinars: \n\nYou must be registered at Dragonfly Learning at dragonflylearning.org to access the PCW Webinars.\nOnce you are a Registered User of Dragonfly Learning\, you can register for each PCW Webinar.\nThe PCW offers a customized group of webinars from Dragonfly Learning called “Community Connect.”  This series of webinars provides insight on current youth wellness issues and garners effective approaches for assisting students at all grade levels.  Leading experts present cutting-edge research in this comprehensive series.\n\nParents are encouraged to register ahead of time for each PCW Webinar.  There is a Dragonfly Learning hotline available for assistance in the registration process.  The Webinar programs are one hour in length and include a Facilitation Guide\, a Resource Guide and a slide show.  Webinars may be viewed “live” as the actual discussion occurs\, or they may be viewed at a later date by accessing the webinar archives.  If a Webinar is viewed “live\,” you may send in questions for the presenters to answer.  In addition\, the Webinar moderator will conduct polls of the audience that can be interactive. \nSince the PCW Webinars are presented “live” in the evenings\, PCW Representatives can invite a group to a parent’s home to view the Webinar or organize an evening activity at the school to bring fellow parents together who are interested in viewing the Webinar in a group setting.  Smart Boards are ideal for viewing Webinars as they provide excellent sound and visuals.  Webinars can be shown on most home televisions and entertainment centers.  Some schools have considered creating a “Webinar Club” similar in format to a Book Club.  Following the presentation of the Webinar\, whether in a small group at a private home or in a larger group at the school\, parents can discuss the information presented.  The online Facilitation Guide is a helpful tool that can assist in managing the discussion.  The facilitator may want to set some recommended ground rules for the discussion\, such as not sharing confidential information\, being respectful of other’s opinions\, etc. \nIn a similar manner\, a Webinar discussion group can be scheduled for any date and time at the school to view one of the PCW Webinars from the archives.  Webinars are generally available within 24 hours and remain in the archives for one school year.  If there is a topic of particular interest to a specific grade\, it could be featured at a grade-level coffee.  If the topic covers multiple age groups\, a wider group of parents could be invited to attend.  Parents can view the Webinar as a group and then discuss the information presented.  Some parents have also found it helpful to view the Webinar and to use the pause feature to best focus on the topics of interest to the parents.  Again\, the online Facilitation Guide can be very helpful as a discussion tool. \nAnother option for presenting the PCW Webinars can be to encourage parents to view a specific current or archived Webinar at a place and time that is convenient for them.  PCW members have access to all of the archived Community Connect webinars listed in our e-Classroom.  Then\, at a later date\, organize a forum either at school or outside of school for parents to discuss the subject matter presented by the Webinar panel.  For some Webinar topics\, it may be appropriate to invite your school counselor\, a faculty member or an administrator who is knowledgeable about the topic to participate in the post-webinar discussion and to answer questions as they relate to your school community. \nMs. Waksberg and Ms. Cohen concluded the Workshop by answering questions regarding the presentation of PCW Webinars.  The Parents Council of Washington thanked all of the Representatives for attending this important program and hope that the PCW Webinars will become a valuable resource for the school communities.
URL:https://www.parentscouncil.org/event/2012-pcw-winter-forum/
LOCATION:The Holton Arms School\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20111102T183000
DTEND;TZID=America/New_York:20111102T210000
DTSTAMP:20260424T135613
CREATED:20160406T182405Z
LAST-MODIFIED:20160818T162601Z
UID:1755-1320258600-1320267600@www.parentscouncil.org
SUMMARY:2011 Fall Speaker: Ned Johnson and Robert Kosasky
DESCRIPTION:Program Summary\n\n\nThe Parents Council of Washington presented its Speakers Event “Raising Successful Learners” on the evening of November 2\, 2011\, at the National Cathedral School.  Parents from the 53 Parents Council member schools were invited to attend\, along with other interested parents from the Washington\, D.C. metropolitan area.  The event featured Mr. Ned Johnson\, President of PrepMatters\, and Mr. Robert Kosasky\, Head of the St. Andrew’s Episcopal School in Potomac\, Maryland.  Kristin Huffman\, PCW Event Chair\, welcomed the speakers and all of the participants and thanked the National Cathedral School for hosting this important program.Ned Johnson is the founder and President of PrepMatters\, a Bethesda based firm which specializes in standardized testing preparation and educational planning services.  As the parent of a 2nd grader and a 4th grader\, he has firsthand experience as a parent as well as an educator.  He began his remarks by presenting a pop quiz to the audience.  He asked the parents to read through the following paragraph together and then review it quickly and count the total number of “F’s.” \n“How many F’s did you get?”  The vast majority of the attendees indicated three.  Some of the participants counted four and even fewer said they found six.  There are actually six F’s contained in the paragraph\, however the adult mind will only count three.  Mr. Johnson explained that brains work differently at various stages of life.  Adults will generally focus on the most important words in the paragraph and skip over the others.  On the other hand\, very young children will focus on every single word and are most likely to identify all six F’s.  Mr. Johnson cautioned parents that we often bring adult tools to young minds\, which are not prepared for these tools.  We need to discover which methods work best for us and also realize that our methods may not be our children’s methods.  What works for us may not work for them.  Parents often mistake a child’s lack of knowledge or skills as a lack of motivation or desire.  Mr. Johnson recommended a diagnostic tool to help identify these issues and suggested it may instead be a lack of knowledge or skill to complete a task or homework assignment.  We as parents cannot assume that our children know the necessary skills\, or even that the skills are age appropriate.  If we know that they have the knowledge and the skills\, then we can explore the motivation piece.  Why are they underperforming?  This is a concern that needs to be addressed as early as possible in a child’s academic career before failing becomes a larger issue and there is much more at stake. \nMr. Johnson posed the question\, “So how do we help motivate our children?”  He offered some important tools for parents to use to help motivate children at any age.  He recommended that we be mindful of how we talk to our children\, not just what we say but how we say it.  It is important to validate and encourage\, keep our emotions in check and to be respectful.  What we say to our children is not always what they hear.  The majority of what another person hears is represented in the tone of our voice and our body language rather than in our words alone.  Are we really asking them a question about their homework\, or if they are ready for a test the next day\, or are we really saying\, “Why are you goofing off when you should be studying” and “you’re up way too late and you’ll fail if you don’t get to bed!” Understand that our approach can be more encouraging\, “I notice you’ve been studying for several hours and it looks like you’re really committed to doing your best. I think getting enough sleep will make a difference too\, and do you think you could go to bed in an hour?”  We also need to understand that our methods of learning may not be the same as theirs.  Being mindful of our communication and perhaps changing the way we talk with our children – by asking more questions\, noticing the details\, and celebrating the smallest victories – will improve our interactions and relationships.  So how do we ask\, “What happened?” without sounding accusatory?  Try not to ask why your child only earned an 85% on a test – instead\, talk about what they got right and what do they think they learned.  And\, if they are not happy with an 85%\, then what do they think they could do differently the next time?  In addition\, we need to understand what inspires them to do their best – what is the one thing that they look forward to everyday at school.  How do they convince themselves to get through Math\, for example\, if they are struggling in Math class?  Maybe it is by looking forward to Band or to English class\, or even soccer practice or the school play.  The reality is that a discouraged child will not be a successful learner. \nNed Johnson shared his views on the important topics of sleep\, sleep deprivation and study tools.  Parents must make sleep as important a priority as other activities in a child’s daily schedule.  Both children and adults need seven to nine hours of sleep per night in order to function at their best.  Mr. Johnson encouraged parents to establish a consistent bedtime and wake-up time and to set goals and deadlines\, such as all homework must be completed by 9:00 p.m.  His study tools involved mnemonics\, or memory prompts that may be visual\,kinesthetic or auditory.  The best practices for reviewing are\, “one hour later\, one day later\, one month later” and “Learn it.  Do it.  Teach it.”  Lastly\, he recommended that students should “mix up” studying as a way to maximize overall retention. \nRobert Kosasky\, Head of the St. Andrew’s Episcopal School and the parent of a 4thgrader and a 6th grader\, also began his presentation with a test – Parenting 101 – The Final Exam.  The test included only one question – Choose the one right answer: “I want my child to: be happy in school\, learn a lot\, or get into a great college?”  The answer is all of the above.  Mr. Kosasky strongly believes that joy and learning are complementary and resiliency is key!  The school’s most important responsibility is to know a student as a person and as a learner.  In order to accomplish this goal the student-teacher relationship is essential.  Teachers must assess how learning actually occurs for each student so that the child can truly reach his or her individual potential.  Mr. Kosasky suggested that schools\, as well as parents\, allow students to “fail” the right way to help build their resiliency.  Students must learn the important difference between failing versus not trying.  Not trying is the real failure.  “After all\, it’s what you do after you get back up that matters!” \nIn a school’s academic environment\, nurture and challenge are also complementary.  Mr. Kosasky noted that “rigor does not need to be fatal.”  Yet\, we all make a conscious effort to perform well at those tasks we enjoy and to avoid doing those that we dislike.  Mr. Kosasky described two schools as examples of differing learning environments.  School A is loving\, relaxed\, joyful and sometimes overly protective of allowing students to fail.  On the other hand\, School B is rigorous\, stressful\, focused on getting into a good college\, assigns too much homework and conveys a “sink or swim” mentality.  He believes that parents should not have to make a choice between these two academic environments.  In summary\, we want our children to be happy\, healthy and successful learners.  In addition\, we also want our students to be confident\, curious\, collaborative\, accepting\, self-aware\, independent and resilient. \nMr. Kosasky presented the topic of metacognition – the knowledge of how we learn and process information\, as well as knowing our own learning processes.  For example\, you may know that you need a very quiet space to study rather than in the busiest room in the house with its many distractions.  We need to emphasize learning as the goal\, not necessarily grades\, and not “good” and “bad” subjects.  The primary focus should be on learning to think rather than simply memorizing for a test. \nA parent in the audience raised the topic of standardized tests and why memorization is often said to be the key for success.  Mr. Johnson stated that it is predictability that helps best prepare the students for these types of tests.  We understand what kinds of questions will be asked; therefore we can prepare students because the format and types of questions are predictable.  The standardized test is learnable.  It is the unpredictability of upcoming tests that causes stress for students and subsequently these students do not perform well when under stress.  Mr. Johnson recommended that students “prepare for the predictable.” \nThe participants discussed how the military has a different way of teaching that seems to work well and it is not traditionally nurturing.  What is best for our students?  There is still the element of teamwork in the military.  Members of the military have made a conscious choice for that type of lifestyle.  Being of service can be very empowering.  In addition\, the military is starting to change by allowing individuals to make mistakes and to reduce the overall level of stress. \nStudents take tests and write papers and both are returned by the teachers with their comments\, but it seems as if there is not enough time in the school day schedule to review and follow-up on these comments.  Schools are moving in the right direction here.  Teachers are now spending more time with students discussing books they read and not focusing primarily on completing the assigned reading list.  The reflection piece is a very important part of learning. \nMr. Kosasky answered the next question\, “How do we start at the earliest age to nurture independent thinking or thinking outside-the-box?”  His advice is to allow children to struggle and then allow them to use their own critical thinking.  In some instances\, a child may struggle and fail\, but they will learn from their mistakes through “supportive failure.”  Give them the opportunity to “work things out the way they work it out\, without imposing our way of resolving things.”  He cautioned parents that our children “will make messes and that’s okay.”  It is essential to allow children to explore and to learn on their own.  It is also helpful to ask questions and resist the urge to lead them to the answers you want.  Mr. Kosasky recommended allowing a nine-year-old brain to work like a nine-year-old brain and that parents not try to force adult methods and ideas on them. \nThe speakers shared some insights on fostering resiliency in our students.  It is important to not convey pity but instead to understand their situation and express confidence that they will be able to work through the problem.  Use encouragement instead of empty praise and notice progress not just successes.  Admire how a child has picked themselves up after a challenge.  “A happy childhood is a poor preparation for life – Teach them to be able to handle the worst of things and let kids make their own mistakes and learn from them.”  In addition\, parents should try to control their emotions\, such as anger\, fear or even hurt feelings.  Parents should lead by example and demonstrate to their children that they are resilient. \nThe question was asked\, “What do you see as the role of a tutor and why are we paying for tutors when we are already paying tuition?”  Ned Johnson\, a self-described tutoring Geek\, answered this question.  First\, he recommended that before enlisting the help of outside tutors\, parents should consider all of the resources that your child’s school has to offer.  Students should reach out to their teacher first for help in the coursework.  Tutors may be helpful to families when the relationship between the parents and the student “is all tapped out.”  He said tutors may have an advantage over parents\, whether it is the content or the attitude of a teenager!  Ideally\, a tutor’s job is to make him or herself irrelevant.  A good tutor should help the student discover his or her own personal learning style.  Once a student understands how they learn best\, the tutor can work on content and then encourage the student to go back to the teacher for support.  Tutors should be short-term rather than long-term solutions.  The worst scenario occurs when a family develops a dependency on tutors\, and uses tutors as a crutch and in some instances hires tutors before classes even begin. \nA member of the audience raised a question about “growth years” or the practice of holding children out of kindergarten until age six\, especially boys.  Mr. Kosasky suggests that for a small number of children it may be more of a social issue rather than a cognitive one.  A young child may not be emotionally or socially prepared for the classroom setting.  Waiting for a specific chronological age before enrolling a child in school should not be the standard rule.  In some cases\, especially for boys\, these students run into difficulties in high school because they are socially beyond the level of the peers.  These situations sometimes result in behavioral or emotional problems\, for example the challenges faced by a 19 year-old high school student who is significantly older than his classmates.  Another contributing factor to holding students back is the increased emphasis on highly competitive sports at an earlier age and the trend for schools to raise the standards for participation. \nThe topic of homework load was the subject of several questions from parents.  A heavy homework load can be especially challenging for students who are very involved in athletics\, performing arts or have jobs outside of school.  Mr. Kosasky spoke of his experiences at his school\, the St. Andrew’s Episcopal School in Potomac\, “If an assignment does not have intrinsic value\, it should not be assigned\, period.”   Some schools do not allow students to enroll in too many AP classes because they want the students to maintain a balance between academics\, athletics\, music\, etc.  They want to students “to stretch but not overwhelm.” \nThis discussion led to a revisited conversation on sleep deprivation and the possible dangerous side effects.  IQs are proven to drop after three nights of less than six hours of sleep.  A lack of sufficient sleep\, seven to nine hours a night for high school age children and eight to ten hours a night for upper elementary school students\, leads to loss of emotional control\, loss of verbal retrieval and can even lead to depression.  Studies indicate that the depression linked to sleep deprivation in children is not just episodic\, but may set the brain on the path for life-long issues with depression. \nThe last question focused on the topic of how you help students with different learning styles take standardized tests.  First\, it was noted that most of the information contained in these tests can be learned.  The speakers recommended knowing “what you are getting into\, be prepared and eliminate stress.”  Use copies of previous standardized tests as practice tests.  It is important to not overemphasize these tests by telling your child that they will not be accepted into a good college unless they score well on the SAT because this creates too much stress on the student. \nSuggested Follow-up Readings from our Speakers: \nMINDSET by Carol Dweck \nCHOKE: What the Secrets of the Brain Reveal About Getting It Right When You Have To by Sian Beilock \nWELCOME TO YOUR CHILDS BRAIN: HOW THE MIND GROWS FROM CONCEPTION TO COLLEGE by Sandra Aamodt and Sam Wang \nA MIND AT A TIME by Mel Levine \nTHE THIEF OF TIME: PHILOSOPHICAL ESSAYS ON PROCRASTINATION by Chrisoula Andreou and Mark D. White \nSHOP CLASS AS SOULCRAFT: AN INQUIRY INTO THE VALUE OF WORK by Matthew B. Crawford
URL:https://www.parentscouncil.org/event/2011-pcw-fall-speaker-ned-johnson-and-robert-kosasky/
LOCATION:National Cathedral School\, 3612 Woodley Rd\, NW\, Washington\, DC\, 20016\, United States
CATEGORIES:Events,Speaker Series
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20111004T083000
DTEND;TZID=America/New_York:20111004T123000
DTSTAMP:20260424T135613
CREATED:20160406T182403Z
LAST-MODIFIED:20160823T175511Z
UID:1746-1317717000-1317731400@www.parentscouncil.org
SUMMARY:2011 Fall Orientation: featuring Katherine Koestner on Keeping Your Child Safe
DESCRIPTION:Katherine Koestner\, Keeping Your Child Safe\n\nProgram Summary \n\n\nThe Parents Council of Washington hosted its Fall Orientation on October 4\, 2011 at the National Cathedral School.  The event featured Katherine Koestner\, the Executive Director of Campus Outreach Services\, as the Kick-Off Speaker. \nJoan Levy\, Vice President of the Parents Council of Washington\, welcomed the more than 70 Representatives and Parents Association Presidents of the PCW member schools to the first program of the 2011-2012 school year.  She introduced Kathleen O’Neill Jamieson\, the Head of School at NCS\, and thanked her for hosting this informative program.  Ms. Levy also discussed the important role of the PCW Representatives and their various responsibilities supporting the many programs held by the PCW throughout the year. \nThe Past President of the PCW\, Betsy Mandel\, presented an overview of the Webinar Series that will be offered this year.  The PCW will sponsor this highly regarded monthly program for all of the parent communities\, as well as the teachers and staff members of our PCW member schools.  Kristin Huffman\, a fellow PCW Board member\, gave a live presentation of the registration and login process via the Dragonfly learning.com site.  All of the Webinars will be archived and available through June 2012.  Representatives were encouraged to publicize the schedule of Webinars within their school communities and to watch the Webinars either live or at a later date from the archives.  The PCW Representatives were asked to not share the Webinar Registration code outside of their school’s parent community. \nJoan Levy introduced the PCW Kick-Off Speaker\, Katherine Koestner\, who gave her presentation on the important topic of “Keeping Your Child Safe: From Cyber Bullying to Date Rape.”  Ms. Koestner is a national expert on student safety and wellness issues and the Executive Director of Campus Outreach Services.  Her organization produces the Webinar Series that is offered by the PCW.  At the age of 18\, Ms. Koestner was the victim of a crime that led to her interest in technology and the subject of sexual misconduct.  Because of her background and expertise\, she has now travelled extensively to speak with high school and college students in order to share her experiences.  She noted that even with texting\, instant messaging and online posting\, relationships have not changed dramatically\, but there is a new dimension to them because of the role of technology and the prevalence of online communications. \nMs. Koestner began her presentation with a survey of the audience\, asking “How technologically savvy are you and your kids on a scale of 1 to 10?”  She asked each person to raise their hand based on which category best represented their personal level of knowledge and access to technology. \nFor a scale of 1 to 3 she asked – Do you have email?  A cell phone?  Does your cell phone take photos?  Do you have basic computer skills?  Do you have a Facebook page?  A newsfeed?  Do you have a LinkedIn profile? \nFor a scale of 4 to 6 – Do you know how to upload photos?  Do you use Flickr?  Do you use your phone to take video?  Do you send this video out?  Do you have 1 to 2 terabytes on your network?  Do you share video online?  Do you pay bills online?  Do you have a PayPal account or shop on eBay?  Do your children have cell phones?  Do you have GPS applications on your children’s phones?  Have you considered a GPS for your child’s car?  Do you program cell phones to limit texting? \nFor a scale of 7 to 9 – Have your children gamed to the highest levels?  Do your children have PayPal accounts?  Have your children “hacked” your accounts?  Have your children accessed your neighbors’ accounts because they were able to easily identify their passwords?  Do your children stream illegal data and store it on their Xbox rather than on a computer so that you are not able to locate it.  Have your children “hacked” Gmail accounts in order to store data?  Have they “hacked” their school’s storage space and sold it online? \nAnd finally for a scale of 10 – Did you invent the Internet? \nMs. Koestner gave several dramatic examples of the challenges facing parents as they make every effort to protect their children from situations that place them or their families in jeopardy.  By sharing the details of each specific case\, she illustrated the risks to our children due to the complexities of managing their use of rapidly changing technology. \n“Videos” – \nHave you ever had a slumber party at your home?  Do you take away the cell phones and digital devices that have video capabilities?  Did you ever think one of your guests could take video of the interior of your home to include televisions\, artwork\, security panels\, jewelry\, etc. for later use in order to rob your home?  This has happened. \nThere is a video of a boy re-enacting a scene he had seen in a movie where the main action hero swings a light saber.  The young man leaves the personal video up on a school computer.  Other students see the video and then make edits and repost it on the Internet.  The other students mock him.  Many of the viewers then comment on the video and ridicule the boy.  He then discovers what has happened and eventually becomes depressed and attempts suicide.  The original three students who uploaded the video are sued by the young man’s family for $250\,000 for causing him emotional distress.  As a result of cases such as this one\, insurance companies are now offering electronic content riders to cover these types of lawsuits. \nMs. Koestner asked the audience\, “Do your kids know how to NOT respond immediately?”  She added\, “They need to pause before they respond to something online.  Stop – don’t hit send before thinking it through.” \n“Camera Phones” – \nRecently in Cambridge\, Massachusetts an 18 year-old boy and a girl are together.  The 18 year-old boy asked the girl to “flash him” and allow him to take her photo.  The young girl repeatedly replies no.  Finally after many request\, she agrees as long as he promised not to show the photo to anyone.  With her permission\, he takes a photo of her with his cell phone.  By the time she arrives back at her dorm\, the 18 year-old boy has downloaded the photo and sent it out to all the printers on her dorm floor.  Ms. Koestner asked the audience\, “Who got punished?”  The answer was “Only the boy who took the photo.” \nIn order to provide a context for these situational examples\, Katherine Koestner presented three important definitions to the Parents Council audience. \nFirst – Sexual Harassment – if you send a picture to students that can be considered sexual harassment. \nSecond – Sexual Exploitation – taking sexual advantage of others for gain of self or others at a detriment to one. \nThird – Expectation of Privacy – Anywhere that someone assumes they have privacy.  It is not legal to place cameras in places such as dorm rooms\, locker rooms or bathrooms. \nAnother case occurred in Philadelphia at a college dorm that has rooms with floor to ceiling glass windows.  An 18 year-old girl has a boy visit her in her dorm room and they have sexual relations in front of the window.  Another boy is walking on the street below and looks up to see the couple and decides to take photos.  He then uploads these photos to the Internet.  Ms. Koestner asks the PCW audience\, “Who gets charged?”  The answer is the girl is charged with lewd behavior in public.  However\, had the girl been a minor\, the boy who took the photographs would have been charged.  The distinction is made because the 18 year-old girl is technically of age and since the young man taking the photos was in a public place\, what he did was legal. \nIn Florida parents of a high school senior host a party for 200 friends in the lower level of their home.  Alcohol is served and all car keys are taken from the guests to insure that no one who has been drinking will drive while intoxicated.  Two of the girls attending the party start to “make out” with one another.  A boy attending the party decides to join them in a threesome.  Another boy observes this and takes a video of the threesome and later downloads the video and sends it out to all of his friends.  One of his friends who received the video is the son of the District Attorney\, who then happens to see the video.  The District Attorney investigates the incident and discovers that the two girls are 13 and 14 years of age.  The boy who engaged in the sexual behavior with the two girls is then charged with statutory sexual assault.  Subsequently\, the parents of the two girls also see the video.  As a result\, the boy who took the video is charged with distribution of child pornography.  Ms. Koestner explained that had the threesome occurred in a closed bedroom\, there would have been the “expectation of privacy.”  Lastly\, the parents who hosted the party in their home were sued for serving alcohol to minors. \nIn New Jersey a ninth grade boy and girl meet and date each other all throughout high school.  They believe that theirs is a lasting relationship and that they will be together forever.  During their senior year in high school\, the girl applies for a $140\,000 college scholarship and is selected for the final round of interviews.  The boy and girl are together on a date on Valentine’s Day.  He wants to take a naked photo of her and promises to keep it private.  The young girl reluctantly agrees to his request.  She is subsequently awarded the scholarship and enrolls in a prestigious college.  At a later date\, the boy is in the cafeteria and leaves his phone on the table.  A group of friends look at his cell phone’s photos and find the photo of the naked girl and email it to all of his contacts.  The photo is traced to the girl and she eventually loses the scholarship because she lied during the interviews about her character and integrity.  In addition\, the photo is considered to be child pornography.  After describing this incident\, Ms. Koestner remarked\, “Teach your child to say\, If you really loved me you would not ask to take that photo.” \nMs. Koestner began the next topic of her presentation by asking the Parents Council audience\, “How ‘wired’ are your sons and daughters?”  The average age of when a child first views pornography is three years old!  This often occurs because of a misspelled word in an Internet search.  Pornography is accessible on sites such as Chat Roulette.  Further\, when is it appropriate for our children to share their personal information online?  We are constantly telling our children not to include their personal information when they are on the Internet.  However\, this allows them to not take ownership of what they do online.  Ms. Koestner believes that our children need to truly take ownership of what they do online.  They need to develop a stronger sense of self\, because if you do not reveal any of your personal information\, then you can be anonymous and therefore post\, type or download anything. \nShe stressed that Dot.coms want our children to be online as much as possible.  The greater the amount of time online\, the more revenue can be generated through electronic advertising.  Ms. Koestner reminded us that every time you move around a site or click on an item\, someone is watching and recording that information.  It has been documented that children spend more time online when their parents are at work or asleep than when they are with their parents.  Predators know this fact.  She recommended that we teach our children to use one consistent screen name that is known to the parents.  This chosen screen name should not be too revealing\, but should be one that the child identifies with and most importantly\, feels accountable to for his or her actions online under this personal screen name.  An average ninth grader spends three hours each day communicating online.  By the time they graduate from high school\, the average teenager has listened to 10\,500 hours of music online.  In fact\, children from the ages of two to seven spend on the average 19 hours and 40 minutes each week watching something on a computer screen. \n“The Dangers of the Online World – Video Technology; Social Networking and Picture Rating Sites; Cyber Stalking; Free Speech and Privacy; Pornography; Bullying and Harassment Online; Video Games; and Online Communications” – \nTo begin the next topic of her presentation\, Ms. Koestner stated that any websites that end in .com are in fact not free.  Some entity is paying for that bandwidth and as a result\, they are tracking your movements on their site\, documenting the content of what you view and then selling that information to others. \nMs. Koestner asked an interesting question “Has your school talked to its students about media literacy and intellectual privacy?”  MIT enacted a policy ten years ago that states that they own everything a student does during the time that student is enrolled at their institution.  Ms. Koestner suggested that we should not assume that we have trust and privacy online.  Someone is always watching your activities online.  It is important to remind our children that colleges and job recruiters can readily access the materials that our children have posted online\, even if the student has removed that information.  In fact\, universities such as Notre Dame and Northwestern pay to have background searches conducted on students who are eligible for athletic scholarships.  These universities take this action to make certain that the perspective students do not have Internet histories of drinking alcohol or using illegal drugs. \nIt is important that our students truly understand that anything you ever post on Facebook or MySpace is their property.  Ms. Koestner recommended that we review their usage agreements very carefully.  She stressed that information is the currency of the future and anything is available for a price.  There are programs such as spokeo.com that allow you to purchase anyone’s online history.  Through these vendors you can view the complete history of all of the websites that a student has accessed.  This has created a new market for programs such as reputation.com that are available to clean up your “digital dirt” and can even take positive information about you on the web and place it in the forefront of any searches someone might be conducting about you. \nMs. Koestner thanked the Parents Council for inviting her to speak at the Fall Orientation.  She is excited about our ongoing sponsorship of the Webinar Series for all of the member schools of the Parents Council of Washington.
URL:https://www.parentscouncil.org/event/2011-pcw-fall-orientation/
LOCATION:National Cathedral School\, 3612 Woodley Rd\, NW\, Washington\, DC\, 20016\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20110518T084500
DTEND;TZID=America/New_York:20110518T113000
DTSTAMP:20260424T135613
CREATED:20160406T182353Z
LAST-MODIFIED:20160818T162007Z
UID:1705-1305708300-1305718200@www.parentscouncil.org
SUMMARY:2011 Spring Representatives Forum
DESCRIPTION:Program Summary \nSummaries of the Student Leader Breakfast (Upper School event) and the Middle School Student Leader Breakfast were presented by two PCW Board members. The featured speaker for the Spring Representatives Forum was Mr. Harry Murphy\, the Dean of Students of the Landon School in Bethesda\, Maryland. \n\n\n\nMolly LaRochelle\, President of the Parents Council of Washington\, welcomed all of the Parents Council of Washington Representatives to this year’s Spring Forum.  She presented an overview of the various events that the PCW has sponsored during the 2010-2011 school year and thanked the Representatives for their participation and support. \nTwo important PCW events\, the Student Leader Breakfast and the Middle School Student Leader Breakfast\, have been very informative and have highlighted the success of the PCW this year.  The Student Leader Breakfast is held annually for Upper School students who attend PCW member schools\, while the Middle School Student Leader Breakfast was held for the second time in April following its highly successful pilot program in 2010.  Molly LaRochelle asked two fellow PCW Board members to present summaries of these programs to the Representatives and to then lead a follow-up discussion on the significant topics that were addressed in the two sessions. \nShelley Gunner\, PCW Board member\, gave a review of the Student Leader Breakfast that was held on February 8\, 2011 at the Georgetown Preparatory School and hosted 55 students who represented 28 member Upper Schools.  These students were either juniors or seniors who had been selected to attend by their Deans.  Mary Cohen\, PCW Board member and independent school teacher\, was the moderator of this program.  Ms. Cohen emphasized to the student delegates that this Student Leader Breakfast was an opportunity for each of them to share their thoughts and ideas in a totally anonymous setting.  Although detailed notes from the sessions would be shared with the Deans of the various PCW Upper Schools at a subsequent Deans Luncheon\, no students would be identified by name or by their school.  It was important that the students be frank and honest\, and most importantly that they listen to one another during the sessions.  The student delegates discussed a wide variety of issues including academic integrity\, stress management\, the college selection process\, the impact of technology and social media and the changing social norms within their student communities.  In their evaluations\, the students emphasized the importance of meetings such as the Student Leader Breakfast\, as they provide forums for students to exchange ideas and recommendations on a host of topics. \nThis summary was followed by an overview of the Middle School Student Leader Breakfast which was presented by PCW Board member\, Anna Pfeiffer.  This event was held on April 12\, 2011 at the Potomac School and included 52 Middle School students representing 26 PCW member schools.  These students were primarily in the seventh grade and together they discussed important topics such as cliques and bullying\, stress\, technology\, homework and athletics.  During the student sessions\, the adults who accompanied the students to the Middle School Leader Breakfast participated in various discussion groups and leadership programs. \nPCW President\, Molly LaRochelle\, then introduced the featured speaker for the Spring Representatives Forum\, Mr. Harry Murphy\, the Dean of Students of the Landon School in Bethesda\, Maryland.  Mr. Murphy began his remarks by noting that most of the independent schools in our Washington\, D.C. area claim to provide a “rigorous academic education.”  In his opinion\, independent schools are in fact businesses\, and each school needs its customers.  Referring to the earlier conversations regarding the amount of homework currently required of Middle and Upper Schools students\, Mr. Murphy questioned whether or not parents truly want to send their children to schools that do not give daily homework assignments.  Although there are studies that describe the potential dimishing returns of excessive homework\, most area schools establish homework standards to enhance the classroom learning process.  Further\, Mr. Murphy noted that it is essential to consider not just the overall amount of homework for a particular course load\, but also the homework cycle by which the homework is administered.  On occasions\, the homework load can be relatively light\, and then when the end of the marking period arrives\, students can be overloaded with tests\, quizzes and project assignments.  The Administrators need to listen to the parents in their school communities who are in essence their customers\, and together work collaboratively with faculty and staff members to find an effective balance that serves the needs of all of the stakeholders.  Parent surveys can be an excellent method for schools to gather both quantitative and qualitative assessments on the level of homework that is assigned by grade levels.  Yet\, Mr. Murphy noted that schools cannot please everyone\, for as one family will report that the homework load is excessive\, another family will complain that the required homework is insufficient and does not adequately reinforce the classroom instruction. \nMr. Murphy recommended that “parents need to step back and kids need to learn how to fail.”  Parents should remain interested and engaged in their school communities\, but they must not go so far as to do their child’s work for them.  Those parents who are exceedingly hands-on during homework sessions risk jeopardizing their child’s confidence in his or her own ability to master the workload.  However\, Mr. Murphy noted that based on his many years of experience\, he has found that those parents who are interested and know what is going on in their child’s classroom generally have students who are more successful in school.  Parents also need to set boundaries for their children\, such as limiting the use of cell phones.  They also need to talk with other parents to encourage consensus building as an agent for constructive change. \nIn closing\, Mr. Murphy indicated how valuable the transcripts and summaries of the Student Leader Breakfasts are to the area independent school Deans.  During the Deans Luncheon\, where these summaries are presented and discussed\, Mr. Murphy recalled that the Student Leader Breakfast transcripts are much like “gold.” The Deans Luncheon offers an opportunity for administrators to learn more about what is on the minds of their students.  It also affords moments for personal reflections\, granting time to stop and think about these issues that are very important to the students. \nQuestions and Answers:\nQuestion:  With technology becoming such a significant part of the students’ lives\, how do schools deal with issues that happen outside of the school\, such as cyber-bullying and Facebook postings? \nAnswer:  Now that technology has created a 24/7 environment\, the Deans have seen increased instances where the influences of online social media are spilling over into the school day.  The arm of the school is much longer than it used to be and administrators are constantly struggling with events that happen outside of the school that directly impact school events as well as individual students. \nQuestion:  What to the Deans do with the information they receive from the PCW Student Leader Breakfast? \nAnswer:  The answer to this question depends entirely upon the individual Dean.  At Landon\, which hosts the Deans Luncheon each year\, Mr. Murphy develops a list of Action Items that he wants to address\, and he then works collaboratively with the Administration to see how to best share this message with the Deans\, faculty and school community.
URL:https://www.parentscouncil.org/event/2011-pcw-spring-rep-forum/
LOCATION:The Langley School\, 1411 Balls Hill Road\, McLean\, VA\, 22101\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20110427T084500
DTEND;TZID=America/New_York:20110427T113000
DTSTAMP:20260424T135613
CREATED:20160406T182353Z
LAST-MODIFIED:20160823T173449Z
UID:1704-1303893900-1303903800@www.parentscouncil.org
SUMMARY:2011 PA Presidents' Forum
DESCRIPTION:“Effective Leadership in Challenging Times”\nProgram Summary \n“Effective Leadership in Challenging Times” was the topic as a panel of four current Parents Association Presidents shared their insights and recommendations for effective leadership within our independent school communities. \n\n\n\nMolly LaRochelle\, President of the Parents Council of Washington\, welcomed all of the Parents Council of Washington Parents Association Presidents to this year’s Panel Presentation on the topic of “Effective Leadership in Challenging Times.”  She presented an overview of the many events that the PCW has sponsored during the 2010-2011 school year and thanked the Parents Association Presidents\, both incoming and outgoing\, for their participation and continued support. \nMs. LaRochelle introduced the panel of four current Parents Association Presidents who volunteered to share their insights and recommendations for effective leadership within our independent school communities.  The panel members were Susan Carras of the Holton-Arms School\, Polly Bomstein of the Sidwell Friends School\, Tom Johnson of the Washington Episcopal School and Wendy Stanislav of the Woods Academy.  The panel members were asked to give a summary of their tenure and suggestions for incoming Parents Association Presidents regarding lessons learned from their experiences. \nSusan Carras of the Holton-Arms School shared with the audience that she has been affiliated with seven different schools and that she has been actively involved in each school’s Parents Association and as a result “has seen a lot of good and a lot of bad.”  For example\, “well planned programs can quickly go bad if you run out of coffee for the parents.”  She became involved in the Parents Association because she wanted to share in her children’s school experiences and meet new people.  As the Parents Association President\, her philosophy was to remember that your role is not to create bureaucracy\, but rather to make certain that the parents in your school are satisfied with the quality of the programs and events sponsored by the Parents Association and most importantly that these programs are available to all parents within the school community.  Her recommendation for incoming Parents Association Presidents is to manage your Parents Association activities in a streamlined timeline with fewer\, bigger events that generally cater to the entire school community.  Focus on signature events\, which at Holton include Convocation\, the Autumn Fest\, the Mosaic multicultural event and the End of the Year Parents Association Meeting which features a State of the School Address.  For each program\, the Holton Parents Association pays for the food that is served\, as parents are often too busy to bring food items to events.  When conducting Parents Association meetings\, Ms. Carras emphasized the importance of sending out meeting agendas prior to the meeting and always ending the meeting on time in order to be respectful of the volunteers’ time.  In summary\, Ms. Carras advised that the hallmark of a strong Parents Association is to model friendship and hospitality. \nWendy Stanislav of the Woods Academy discussed the three goals she set at the beginning of her tenure as Parents Association President; first to support the school\, second to end rumors\, and third to give parents an opportunity to participate in the school community.  Planning and budgeting for the Parents Association was conducted in the spring prior to the actual school year\, so that parents could organize the committees over the summer.  The Woods Academy charges a $75 Parents Association fee on the tuition bill in order to fund programs and events.  Ms. Stanislav remarked that there has been a significant decrease in volunteerism\, which has resulted in the Parents Association streamlining its activities.  One especially successful effort has been building relationships with the Room Parents\, and one P.A. Vice President was assigned the role of liaison to the Room Parents to facilitate effective communications.  Ms. Stanislav added that she sent a personal handwritten thank you note to every volunteer who helped throughout the year.  The Parents Association at the Woods Academy is involved in fundraising but on a limited scale and has discontinued its Sally Foster program.  In closing\, Ms. Stanislav urged incoming Parents Association Presidents to remember “that we are all volunteers and that sometimes good enough is good enough.”  She added that being part of the Parents Association is a great way to learn about the school in which you have entrusted your children. \nTom Johnson of the Washington Episcopal School began his remarks by stating that he has worked hard to make WES a better place for the students and parents.  He stressed the importance of effective communications and letting parents know how important volunteering is to the school – “It keeps costs down and creates programs that would not exist if not for the parent volunteers.”  Mr. Johnson added that he believes that students do better at a school where parents actively participate.  It also further demonstrates leadership for the students to see firsthand.  When conducting Parents Association meetings\, Mr. Johnson urged incoming Parents Association Presidents to follow their agendas to the letter and to make every effort to limit meetings to 45 minutes.  In addition\, he stressed the need to plan ahead with budgeting and to encourage parents to be fiscally responsible and to submit expense receipts in a timely manner.  Lastly\, Mr. Johnson recommended that effective communication about the needs of the school beyond tuition is important\, “for when put into a favorable light\, parents come forth.” \nPolly Bomstein of the Sidwell Friends School told the audience of Parents Association Presidents that it was interesting for her to listen to the remarks of the other panel members\, because although each school is different\, we all face similar issues.  However\, since Sidwell Friends is a Quaker school\, the Parents Association must follow Quaker tenets.  Each meeting is begun with a moment of silence which allows everyone to “regroup and focus on our meeting” during this time of reflection.  Further\, at Sidwell Parents Association meetings decisions are not voted upon\, but rather reached by consensus.  Ms. Bomstein noted that this can take additional time and can also be a difficult process.  As a result\, her goal for the past year has been “to simplify.”  This has been challenging at times because the structure of the Sidwell Parents Association had been far too layered and included many co-chairs of various committees.  Ms. Bomstein’s motto has been “Communication\, Cooperation and Collaboration.”  Every agenda for every meeting during the past year began with a query\, which is very collaborative and helped to start thoughtful discussions.  Her Parents Association meetings were run tightly with agendas distributed in advance and all meetings concluded in less than one hour.   As the President\, she was responsible for scheduling events for all three divisions within the school\, which gave her an all-encompassing view of the activities taking place for parents.  She found that there was always something unpredictable and a new challenge.  In closing\, Ms. Bomstein said\, “I had no idea how much work this job would be\, yet it is the most gratifying thing I have ever done.” \nQuestions and Answers: \nHow do you stick to an agenda if you need to achieve consensus? \nSidwell – You table things or agree to resolve or discuss over email and come back to it later.  We ask people for any last comments and then the topic is finished. \nDo you charge dues? \nSidwell – Yes\, the dues are part of the tuition invoice\, though they are “optional.”  Most families pay them.  Some dues amounts differ by division\, for example Sidwell dues are less for younger students and more for older students. \nHolton – The dues are $85 per student and are charged as part of the tuition bill.  Even though families are able to opt out and remain members of the P.A.\, most families contribute dues to the Parents Association. \nWoods Academy – Dues are $75 per family. \nOne PCW Member asked if the PCW might conduct a survey of its member schools to determine the amount of the Parents Association dues and how they are collected.  This would be very helpful. \nWhat do the dues cover? \nWES – Dues cover Book Fair\, Golf Outing\, Sally Foster\, Speakers for school events\, and any funds remaining are allocated to infrastructure projects such as Smartboards. \nHolton – Dues cover costs of all school events so that the Parents Association does not ask for money throughout the year.  Classrooms are different\, as Room Parents raise funds for class parties and outings. \nWoods – Dues do not go to classes. They raise their own funds. The funds go to all school events and special infrastructure items like extraordinary pencil sharpeners. \nSidwell – Dues cover costs for all division and school events and community building\, including the Book Fair. \nWhat are some strategies for getting new leadership all on the same page? \nHolton – We got together for a working dinner in late August.  Our goal was to integrate into the school communications with no separate communications from the Parents Association.  Holton has fantastic administrative staff who do all the editing for our communications. \nWoods – The Head of School hosts a planning lunch for both the outgoing and incoming Parent Association leaders.  Each incoming Committee Chair meets with the outgoing Chair to coordinate a smooth transition. (example – hot lunch volunteers).  We maintain a book on each project and pass it along each year to the new Chair. \nDo schools all have auctions\, and if so\, how involved is the Parents Association? \nDuring the discussion\, most school representatives remarked that their schools still have auctions for raising funds for financial aid.  In some schools it is part of the Parents Association\, and in others it is a separate entity and an Auction Chair manages it with the Parents Association offering support.  In some schools paid staff members are responsible for planning the auction and parent volunteers are asked to support the event.  It was noted that GDS has a new format for this type of event.  Everyone is invited but there are no “auction items” available for purchase\, it is all based on “Fund a Scholar.”  In this format everyone contributes funds (as much as they are able) and the evening is more of a school event. \nHow many Parents Association Presidents sit on the school’s Board of Trustees? \nThis question was answered with a show of hands by the incoming and outgoing Parents Association Presidents in the audience.  About half responded yes\, although some noted that they are non-voting members. \nThe Moderator then read questions that had been submitted on cards by the Parents Association Presidents in the audience. \nHow do you create community among parents\, especially including new families? \nMaret – We host Class Potluck Dinners during the fall on campus.  In the spring the Class Potlucks are held in four to six different homes on varying nights.  We also hold class coffees\, which include a Q & A with the Division Head.  These meetings are more formal with the Division Head sending out articles in advance\, in this case related to the film “Race to Nowhere.” \nSidwell – We do Potlucks at school and in individual homes.  “You choose a date\, but you don’t know which parents will be there.”  Sidwell also hosts grade coffees from 7:30 to 8:30 a.m. usually about Query topics geared toward specific grade issues. \nSt. Andrews – We host Parent Potluck Dinners that are grade specific in the fall and Class Coffees with the Head of School.  The Parent Association plans parent-to-parent initiatives for new families\, which lasts throughout the school year. \nPotomac – The Grade Representatives plan one or more Mom’s Night Outs at either the home of a parent or a local restaurant.  There is no business agenda for these dinners. \nGDS – The Parents Association hosts events at school and “keep it an even playing field.”  If everyone pitches in and brings something\, it builds a sense of community. \nHolton – The school now hosts mostly school-wide social events that are free for parents to attend. \nHow do you get Dads involved? \nVisitation – We have a Father’s Club and the Dads are very involved in school activities.  They host four to five events each year from the school bazaar to campus clean-ups. \nWES – We host a Golf Outing that is very popular with the fathers.  They also organize groups of fathers and children to go on fishing trips. \nSt. Andrew’s – We host a Dad’s basketball game and a Dad’s ski trip to help the fathers be more involved at the school. \nHow do you get volunteers? \nWoods – The Parents Association includes the position of Volunteer Coordinator.  In recent years it has been helpful to have a Lower School parent in that position\, as they are very enthusiastic about getting more new parents involved.  In addition\, the P.A. President will personally call parents and ask them to volunteer.  We also ask the Room Parents to submit the names of three parents who would be good volunteers. \nLangley – We have gone to an online volunteer sign-up system.  Parents use a toggle on an interactive online form.  This has been highly successful and we now have more volunteers than needed for most committees. \nNorwood – We also went to online volunteer sign- ups and it is very helpful for managing volunteer efforts and schedules. \nLandon – We have online signup by event.  Everyone can see who has signed up and it becomes a status to chair a committee. \nWoods Academy – We use signup Genius\, which is a terrific way to get parents to volunteer to help without all of the “reply all” chain emails.  We also use Survey Monkey for evaluation of events. \nHow do you schedule Parent Association meetings? Are meetings open to all parents? \nMost schools responded that they have open Parents Association meetings.  However\, Executive Committee meetings are not always open to all parents.  One school noted that even though the Executive Committee meetings are open to all parents\, no one has attended who was not a member of the Executive Board. \nThe majority of the Parents Associations conduct meetings in the morning because evening meetings are not well attended. \nHolton – We have very few meetings. However\, certain topics can bring in the whole school\, such as the meeting on the topic of the “Healthy Holton Girl\,” which included a panel presentation by various experts. \nStone Ridge – Our committee is an advisory committee. We have meetings so committee chairs can attend and report on their activities and ask for help as needed.  We also act as an advisory board to the Head of School. \nWhat topics bring in parents? \nNorwood – All school parent meetings were not well attended\, so they planned presentations of specific topics such as bullying\, learning styles\, and budgeting\, which increased the number of parents who attended. \nSidwell – Attendance at all school Parents Association meetings is driven by the topic and the speaker.  If the Head of School is the featured speaker\, the attendance will be very good. \nHow do you encourage long-term change in what is a short-term position? \nGDS – Our goal is to grow the Parents Association to include more people who can continue the efforts of the organization.  Communication of the roles and responsibilities of the Parents Association are very important.  Post “Roles and Responsibilities” for all positions so that interested parents can easily volunteer.  It is also very helpful for a parent to volunteer on a committee before assuming the position of Committee Chair. \nTo conclude this Parents Council of Washington Parents Association Presidents Forum\, Molly LaRochelle asked each outgoing P.A. President to submit their thoughts on the question\, “If I knew then what I know now..”  Here are their insightful responses: \n“If I knew then what I know now….” \n“I would spend a year on the Parents Association Board before becoming President\, so you can be proactive in the job.” \n“I would organize more volunteers in advance.” \n“I would send out an agenda for meetings in advance and have no oral reports given at meetings.” \n“I would keep making sure everyone is on the same page\, delegate but verify.” \n“Remember we are all volunteers; and doing the best we can.” \n“Have a clear message about your goals as President of the Parents Association.” \n“Just be the Parents Association President\, don’t volunteer for any committees\, just say\, ‘Let me help you find someone\,’ instead of doing it all yourself.” \n“Delegate some of the Parents Association duties to your Vice Presidents.” \n“I would try and understand different individuals’ points of view and passions and I would try and understand the Parents Association better at the beginning.” \n“You wear two hats: advocate for your own children and Parents Association President for the school.  Keep them separate.” \n“Learn to delegate.  You can’t do it all yourself – so go for quality not quantity in your Parents Association events.”
URL:https://www.parentscouncil.org/event/2011-pcw-pa-president-forum/
LOCATION:Stone Ridge School of the Sacred Heart\, 9101 Rockville Pike\, Bethesda\, MD\, 20814\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20110412T090000
DTEND;TZID=America/New_York:20110412T120000
DTSTAMP:20260424T135613
CREATED:20160503T184004Z
LAST-MODIFIED:20160823T172354Z
UID:2650-1302598800-1302609600@www.parentscouncil.org
SUMMARY:2011 Middle School Student Leader Breakfast
DESCRIPTION:Program Summary \nThe Potomac School \nApril 12\, 2011 \nThe Parents Council of Washington hosted the 2011 Middle School Student Leader Breakfast on April 12\, 2011 for 52 students representing 26 member Middle Schools. \nThe students were primarily seventh graders and were selected by their Heads of School or Deans to attend. The event began with a welcome from Parents Council of Washington Board Member\, Betsy Mandel\, and was followed by a program presented by Bill Cook\, Intermediate School Head at the Potomac School.  The morning began with a General Session\, which was then followed by several Break-Out Sessions and concluded with a Closing Discussion for all of the student delegates. \nThe students shared their opinions and experiences on a wide variety of issues including stress management\, bullying\, homework\, cheating\, and relationships with parents and friendships with fellow classmates.  Topics such as cliques and the impact of Facebook were also discussed.  During the Middle School Breakfast Program\, the Middle School Heads\, Deans\, counselors and teachers who accompanied the students to the event were invited to join a program of leadership activities led by Barbara Pommer\, Potomac Professional School Counselor\, and Jerry Kountz\, Incoming Potomac Intermediate School Head.
URL:https://www.parentscouncil.org/event/2011-pcw-middle-school-student-leader-breakfast/
LOCATION:The Potomac School\, 1301 Potomac School Road\, McLean\, VA\, 22101\, United States
CATEGORIES:Events,Student Leader Breakfasts
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20110309T120000
DTEND;TZID=America/New_York:20110309T140000
DTSTAMP:20260424T135613
CREATED:20160406T182321Z
LAST-MODIFIED:20160823T175154Z
UID:1536-1299672000-1299679200@www.parentscouncil.org
SUMMARY:2011 Deans' Luncheon
DESCRIPTION:Snow date: March 16
URL:https://www.parentscouncil.org/event/2011-pcw-deans-lunch/
LOCATION:The Landon School\, United States
CATEGORIES:Events,Upper School Dean of Students Program
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20110208T083000
DTEND;TZID=America/New_York:20110208T120000
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160818T162311Z
UID:1539-1297153800-1297166400@www.parentscouncil.org
SUMMARY:2011 Upper School Student Leader Breakfast
DESCRIPTION:Program Summary \nThe Parents Council of Washington hosted the Student Leader Breakfast on February 8\, 2011\, at the Georgetown Preparatory School. There were 55 high school juniors and seniors in attendance\, representing 28 independent schools. The students participated in an engaging discussion on several issues including school rivalry/school pride\, time management\, stress\, academic integrity\, and diversity. Though not all schools approach issues in the same way\, the students appreciated hearing the comments of their peers. There were several issues on which students widely agreed\, such as the level of stress that students experience. The majority of students in attendance found the Student Leader Breakfast an effective forum for discussing a variety of issues. \n\n\n\nThe event began with a welcome from Parents Council of Washington Board Member\, Shelley Gunner\, and was followed later by Jeff Jones\, Headmaster of the Georgetown Prep School.  The Open Discussion was moderated by Mary Cohen\, Parents Council of Washington Board Member and independent school teacher. \nMary Cohen began the program with her opening remarks and she told the student delegates that this is a forum for you\, the students\, to tell the administrators what you think and what is on your mind\, in a totally anonymous manner.  She asked the students to please be frank and honest and listen to one another.  Lastly\, she told them that their comments will be shared with the Deans of our PCW Upper Schools at an upcoming Deans Meeting. \nThe following Executive Summary is a compilation of notes that were taken by various board members of the Parents Council of Washington during the Student Leader Breakfast.  Every effort was made to accurately reflect the statements and opinions of the students\, while at the same time not identifying any student by their school affiliation.  The morning began with a General Session\, which was then followed by four Break-Out Sessions.  The program concluded with a Closing Large Group Discussion in which all of the student delegates participated. \nThe Opening General Session began with a discussion of the challenges of time management given the demanding schedule of most Juniors and Seniors.   Students described working on homework and studying for tests late into the night.  It can also be difficult to balance schoolwork with the time commitment required to participate in extracurricular activities such as athletics and school organizations.  The second topic of discussion was the advantages and disadvantages of rivalries between various independent schools.  These rivalries can increase participation and foster school spirit\, but can also become negative when they are used to characterize a student or school in an inappropriate way often through social media.  This led to conversation about the harmful impact of bullying in Upper Schools and the various programs that schools have implemented to address this important issue.  The students noted that there is more verbal bullying than physical bullying and that it mostly occurs online.  Web pages such as “Peoples Dirt” allow students to make comments anonymously\, which creates incidents of bullying where there is no recourse against the person who actually committed the bullying. \nAnother interesting topic of discussion was the role of personal electronic devices and online social tools in how students communicate with one another.  Texting has become the preferred mode of personal communication.  Most students described personal attachments to their cell phones and noted that texting is an integral part of their social interactions with their peers.  Facebook also enables students to stay connected with both their fellow students as well as students and friends from other schools.  The moderator followed with the more challenging topic of academic integrity and the prevalence of cheating in some Upper School classes.  Some schools have established Honor Councils to address incidences of academic dishonesty among the students.  The final topic in the large group session was how to achieve a workable balance between a student’s right of free speech and the Administration’s need to create a fair and respectful school environment.  Several students described incidences where proposed articles in school publications were censored because they were deemed to be detrimental to the school community.  The consensus among the students was that it is very important to develop a good relationship between the students and the Upper School Administration. \nThe student delegates were then randomly assigned to four Break-Out Sessions for student led small group discussions.   Each group was given a list of possible topics for discussion\, including diversity\, homosexuality\, social relationships\, stress management\, dress codes\, and freedoms at school.  The conversations were wide ranging and the students did not hesitate to share their ideas and opinions\, even on subjects such as sex\, drugs and alcohol.   A Parents Council of Washington Board member served as a note taker for each group and the summaries of these four Break-Out Sessions are included in the Full Student Leader Breakfast Summary. \nAll of the student delegates returned to the large group setting for follow-up discussions.  The moderator raised the question whether or not a school administration can/should discipline students for activities that occur off campus.  Although the students shared differing opinions\, they did seem to agree that appropriate actions and punishments would be dependent upon the individual circumstances.  In closing the Student Leader Breakfast\, Mary Cohen thanked the students for their participation in this annual Parents Council of Washington event and encouraged them to continue these discussions at their schools.
URL:https://www.parentscouncil.org/event/2011-pcw-high-school-student-leader-breakfast/
LOCATION:Georgetown Preparatory School\, 10900 Rockville Pike\, North Bethesda\, MD\, 20852\, United States
CATEGORIES:Events,Student Leader Breakfasts
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20110120T084500
DTEND;TZID=America/New_York:20110120T113000
DTSTAMP:20260424T135613
CREATED:20160406T182350Z
LAST-MODIFIED:20160818T162513Z
UID:1688-1295513100-1295523000@www.parentscouncil.org
SUMMARY:2011 Best Practices Forum: Diversity
DESCRIPTION:The highlight of the program was a panel presentation which included representatives from The Georgetown Day School\, The Norwood School and the Washington Episcopal School. Following the panel presentation\, a Questions and Answers session was offered so that participants could learn more about each school’s individual programs. In addition\, the Parents Council of Washington has published an EBinder of submissions on Diversity practices and programs from our PCW member schools. \n\n\n\nBest Practices on Diversity\nE-Binder of Diversity Practices (Download MS Word Doc) \nIntroduction\nParents Council of Washington Board Member\, Joan Levy\, welcomed all of the participants to the “Best Practices – Diversity Practices In Our Schools” program.  As chair of the event\, she thanked The Washington Episcopal School for hosting the Best Practices program and thanked all of our panel members for their participation in this important session for our member schools.  Nancy Wright\, WES Middle School Division Director\, also welcomed all of the attendees and highlighted the growth of The Washington Episcopal School as it >marks its upcoming 25th anniversary. \nThe opening session of the Best Practices Program was a panel presentation on the topic of Diversity in our schools.  Three PCW member schools\, The Georgetown Day School\, The Norwood School and the host school\, The Washington Episcopal School\, gave overviews on their diversity programs and activities in their schools.  Joan Levy introduced each of the panel members and thanked them for their commitment to promoting diversity in our school communities.  The panel members included Elizabeth Denivi and Mariama Richards\, the Diversity Co-Directors at Georgetown Day School\, Joseph Conrad\, Co-Chair of the Students of Color Committee\, Quanti Davis\, Director of Multicultural and Ethical Education and Nicole Mitchell\, Board of Trustee Member from The Norwood School and Jackie Thorton\, Teacher and Faculty Diversity Committee Member\, Maurice and Beverly Ross\, Co-Chairs of the Parent Diversity Initiative and Kristie Postorino\, School Counselor and Faculty Diversity Committee Chair from the Washington Episcopal School.  Following the panel presentation\, a Questions and Answers session was offered so that participants could learn more about each school’s individual programs.  In addition\, Joan Levy announced that all of participants would receive an EBinder which will include Diversity submissions from our PCW member schools. \nGeorgetown Day School Presentation \nDiversity is quantitative and can be measured.  Multiculturalism is qualitative; it is the quality of life that diversity brings to a school.  There is a focus on the issue of equity – with the meaning that equity “gives everyone the same thing.”  Equity asks us to give our school community members what they need to be truly successful.  The actual scope of diversity can be discussed as the “Big Eight\,” which include ability\, age\, ethnicity\, gender\, race\, religion/spirituality\, sexual orientation and socio-economic status/class.   When GDS was founded in 1945\, it was the first integrated independent school in the Washington\, D.C. area.  That commitment to diversity continues to be an integral part of the school’s mission.  It contributes to academic excellence\, effective leadership\, culturally responsive teaching and learning\, engaged and empowered students and faculty\, invested families\, more productive work environment\, strong college admissions and overall accountability.  A diverse student body is clearly a resource and a necessary condition for engagement with diverse peers and for the attainment of academic goals. \nThe Georgetown Day School Mission Statement: \n“Georgetown Day School honors the integrity and worth of each individual within a diverse school community.  GDS is dedicated to providing a supportive educational atmosphere in which teachers challenge the intellectual\, creative\, and physical abilities of our students and foster strength of character and concern for others. \nFrom the earliest grades\, we encourage our students to wonder\, to inquire\, and to be self-reliant\, laying the foundation for a lifelong love of learning.” “Georgetown Day School honors the integrity and worth of each individual within a diverse school community.  GDS is dedicated to providing a supportive educational atmosphere in which teachers challenge the intellectual\, creative\, and physical abilities of our students and foster strength of character and concern for others. From the earliest grades\, we encourage our students to wonder\, to inquire\, and to be self-reliant\, laying the foundation for a lifelong love of learning.” \nThe current enrollment at GDS is 1060 students\, of which 38% of the student body is represented by students of color.  The school emphasizes service learning programs and it supports a large number of student clubs at the middle school and upper school/high school levels.  In addition\, the GDS Diversity Program Director sponsors an annual diversity retreat\, administers the Students of Color mentoring program\, organizes diversity/race relations dialogue for students and staff\, advises open forum diversity discussions on controversial issues\, coordinates annual celebrations and assemblies in all divisions\, attends local and national conferences\, assists student affinity groups\, helps coordinate the 9th grade seminar\, supports service learning curriculum and community service programs\, informally counsels students on personal and academic issues\, serves as a member of the Student Support Team at the high school and teaches classes in all three divisions.  The GDS community celebrates various festivals throughout the school year to promote shared values.  These include: Thanksgiving/Harvest – Gratitude\, Christmas-Peace\, Martin Luther King Jr. – Equality\, Seder – Freedom\, Gay Pride/Free to Be Me – Respect. \nThe Georgetown Day School’s administration\, faculty and staff also reflect a diverse school community.  Of the total staff (both teaching and non-teaching positions) of 228 members\, 42% of the Administration is of color\, 48% of the staff is of color and 32% of the teachers are of color.  Faculty and Staff are continually involved in the on-going facilitation of faculty discussions in all three divisions.  This includes constant coordination with Principals\, department heads\, and grade level Deans to assess and improve GDS’s efforts to meet the needs of all of the students\, as well as annual facilitation of a diversity orientation for all new faculty and staff.  GDS strives to develop multicultural curricula in all disciplines.  In addition\, GDS participates in the S.E.E.D. (Seeking Educational Equity and Diversity) professional development program\, conducts affinity group meetings for staff of color and gay/lesbian staff and coordinates the self-evaluation process for all teachers in grades pre-K through 12.  Finally\, the two full-time Co-Directors of the GDS Diversity Program serve as members of the senior administrative team. \nThe parents of the Georgetown Day School have an integral role in the diversity program at the school\, as the Administration works hard to empower parents to be more involved in the GDS community and to counsel parents as needed on diversity issues at the school.  GDS offers various support groups for parents\, including Parents of Students of Color Group\, Parent Gay Straight Alliance\, and the Parent Service Association.  Other initiatives include assisting parents with understanding informal school networks\, promoting the Board Diversity Committee\, administering the Parent Education Series and providing mission-based training for parent volunteers. \nIn summary the panel members asked\, “How does an institution ensure the success of its diversity efforts?”  The answer is through leadership\, resources\, goals\, self-monitoring and accountability. \nThe Norwood School Presentation \nThe goal of the Diversity Program at the Norwood School is for all to work together to grow and build strong diversity through inclusive practices and programs throughout grades K through 8.  There are five key partnerships needed to meet this goal – students and student leaders\, teachers\, parents and the Parents Association\, school leadership and the Board of Trustees.  The role that all partners play begins with the following: Trust\, Shared Vision and Purpose\, Leadership and Accountability\, Measurable Goals and Objectives\, Ongoing Dialogue and Conversation\, and Action. \nWhen Norwood was founded it was originally affiliated with the Episcopal Church.  Today\, the school holds a daily chapel service which is nondenominational.  Norwood strives to foster racial and ethnic diversity\, socioeconomic diversity and religious diversity throughout its school community.  The school’s traditional Christmas pageant will be discontinued after this year.  Six years ago\, the school funded the full-time Director of Multicultural and Ethical Education position.  Norwood offers various diversity programs and curriculum including the MOSAIC\, SEEDlings\, GLOW and SUCCEED\, Chapel\, Multicultural Festival\, Administrative Team and Principals Group Participant\, Life Skills\, and Curriculum. \nNorwood’s Parents of Students of Color Committee. \nPurpose: \nTo further build a community at Norwood that understands and acts on issues of special concern to students of color and institute plans and programs to help them achieve the highest level of personal and academic success. \nObjectives: \n1. Tobuildwithin the school a stronger parent communitythat seeks to strengthen social\, emotional\, academicand financial support(when necessary) for students of color. \n2. To help create and implement\, with the school’s assistance\, mentoring and support programsfor students of color. \n3. To help build a more inclusive parent networkschool-wide. \n4. To advise the schoolAdministration and Parents Association on issues related to students of colorand their families. \n5. To act as a service-driven committee that actively seeks input from families and creates programs and initiativesto meet their varying needs. \n6. To work with Norwood leadership to actively seek out faculty of color candidateswho the school could recruit. \n7. To assist the Multicultural Officein the development of more inclusive and diverse school displays\, chapels and in- and out-of-the-classroom programs. \n8. To build an extended network among parents of color at other area independent schoolsto learn from each other and share ideas. \nNorwood’s Parents Association Vice President for Equity and Diversity \nPurpose: \n1. Serves on the Parents Association Executive Committee \n2. Liaison to the Norwood Board Diversity Committee \n3. Works to ensure that all PA programs fully consider equity and diversity-related concerns. \n4. Works with all members of the School’s community to promote\, advocate and build supportfor programs\, policies and institutional practices that are fair\, equitable and inclusive. \n5. Encourages and find ways to help parents be more involved in the Norwood community. \n6. Works with Norwood’s Multicultural & Ethical Education Officein meeting its goals. \nBoard Diversity Committee \nPurpose: \n1. Norwood’s Board of Trustees Diversity Committee helps guide efforts to ensure that diversity is integrated into the school’s admissions policy\, financial assistance policy\, hiring and personnel policies\, curriculum and culture. \n2. The committee’s work is consistent with the school’s mission and essential in preparing all Norwood students for academic excellence and longer-term success in an increasingly global society. \nObjectives: plays a strategic role that helps the school: \n1. Assess school culture and address issues of equity and justice in pedagogy\, \nassessment\, curriculum\, programs\, admissions and hiring. \n2. Advocate for and promote diverse candidates to serve on its Board of Trustees. \n3. Offer ongoing diversity education for the Board of Trustees\, as well as Norwood’s faculty\, staff\, student and parent bodies. \n4. Increase and retain faculty\, staff and administrators of color. \n5. Recruit and retain a diverse student body. \n6. Define and bring forward best practices in multicultural and ethical education. \n7. Support the Parents Association\, Parents of Students of Color Committee and other groups and programs in the school for both students and parents. \nStrategic Role: \n1. Champions a forward looking\, strategic approach to diversity: \n2. Looks 5-15 years out\, decides what Norwood wants to look like or will probably look like in terms of student/family/faculty population. \n3. Decides if Norwood is currently equipped to sustain that kind of school and\, if not\, determine what it will take. \n4. Decides how the Board Diversity Committee can help enact or recommend change. \nNext Steps – Moving from Action to Strategic Action – 2011 Climate Assessment \n1. Informs the school about different aspects of diversity. \n2. Helps Norwood better understand what it means to be inclusive and equitable and how it can build a more inclusive environment at the school. \n3. Helps the school understand the experiences of students\, faculty and parents and how experiences differ. \n4. Identifies strengths and weaknesses in its diversity initiatives and develop a comprehensive action plan \n5. Helps Norwood faculty address issues that arise in the classroom and on campus. \n6. Identifies whether or not existing traditions are aligned with stated values. \n7. Provides baseline data and a survey instrument that can be replicated to regularly measure progress toward goals. \n8. Helps Norwood better understand how it is doing in the areas of diversity and inclusion in comparison to other independent schools and among opinion leaders. \nWhy conduct a Climate Assessment? “Can’t know what we don’t ask\, Can’t measure without baseline\, Hard to prioritize without data\, Harder to improve without a plan.”  Qualitative and Quantitative research is vital to the success of the program as it reaches out to parents\, faculty and staff\, the Board of Trustees and the student body.  “Inclusive Practices Makes Good Business Sense – through Recruitment and Retention\, Annual Giving\, Alumnae Relations and Planned Giving.” \nInclusive Practices and Teaching are Good for All Children: \n1. Creates enriched discussions leading to better understanding of diverse views. \n2. Teaches children how to work with people from varying races and ethnic groups. \n3. Prepares all children to function more effectively in the interracial colleges\, workplaces and communities of today. \n4. Breaks down stereotypes/reduces prejudices/builds acceptance. \n5. Directly linked to academic success. \nThe Washington Episcopal School Presentation \nThe panel members from the Washington Episcopal School demonstrated a group activity called “Stand Up” and asked those in attendance the following questions: \nStand Up if: \nYou are a parent at an Independent School \nIf you live in Maryland\, Virginia or Washington\, D.C. \nIf you were born in another country \nIf you speak more than two languages \nIf you practice a religion other than Christianity \nIf there are people of more than one race in your family \nIf you have ever felt underestimated by the way you look \nIf you have ever felt stereotyped \nIf you have ever heard “that is so gay” in a derogatory way \nIf you talked with your kids about race before first grade \nIf you know someone who feels they need to be someone else in order to get along at school \nIf you have a job or volunteer opportunity that breaks the gender stereotype \nIf you have ever been pre-judged by the size of your home \nIf you have ever felt misunderstood when talking about diversity \nThe Washington Episcopal School highlights its diversity message on their website as the first part of the contract with the school.  Episcopal traditions welcome all.  The school community celebrates the uniqueness of every individual.  It aims to educate the whole child to allow the student to become a fully engaged 21st century citizen.  The 292 member student body is multiracial and culturally diverse. \nThe Diversity Statement of the Washington Episcopal School has three important aspects: Social Justice\, Tolerance\, and Strive to Challenge Prejudice\, Intolerance\, Racism and Oppression.  They believe that “It is essential to educate the whole child.”  WES offers detailed information on their website that lists multicultural literature for each of the grades\, as well as various chapel topics\, field trips\, class-sponsored events\, etc.  Diversity needs to be part of the everyday curriculum of the school\, including the arts program.  The students at WES created Mayan figures\, Japanese scrolls\, African mask\, Greek urns\, etc. in arts class to learn more about other cultures. \nWES promotes various multicultural activities including: \n1. In the 4th grade the students study other countries and cook a full meal from the selected countries. \n2. In the 5th grade there is a study trip to Civil War sites of Antietam and Harpers Ferry. \n3. In the 6th grade there are trips to the desert Southwest to study the Native American culture. \n4. In the 7th grade students travel to Italy to study the Italian history and culture. \n5. In the 8th grade students travel to either France or Spain to study past and present culture. \nThe majority of the costs associated with these programs are included in the overall school tuition and financial assistance is available for any family with demonstrated need.  WES also participates in an exchange program for students with schools in France and Granada\, Spain.  In addition\, WES holds cultural assemblies each Friday where they have featured African dancers\, Arabic music and culture\, Deaf Dance Theatre\, Chinese acrobats\, etc. to engage the students in the arts of other cultures.  The school also sponsors a Foreign Language Night and Pot-Luck Dinners by continents.  Chapel at WES reflects all faiths and every Friday there is a student assembly which highlights various topics and activities that are important to the school community. \nThe school supports a Parent Book Club\, in which they recently read and discussed NutureShock\, New Thinking about Children and Pink Brain/Blue Brain: How Small Differences Grow Into Troublesome Gapes – and What We Can Do About It.  There is also an 8th grade Book Club where they have explored various titles that address ethnic and cultural differences.  WES has presented various speakers to address diversity including a holocaust survivor\, Dr. Freeman Hrabowski\, III\, President\, University of Maryland Baltimore Campus and Robert Goodwin\, Immediate Past President and CEO of Points of Light Foundation.  Lastly\, WES is an active participant in the DC Metro Diversity Advocates Association\, Student Diversity Leadership Conference\, and the Parents Council of Washington. \nQuestions and Answers Session\nWe are all here representing independent schools from a wealthy area. It is hard to raise kids in a wealthy area. What are schools doing to address economic diversity?\nThe Georgetown Day School Response: \nOn the issue of socioeconomic diversity\, no one wants to be on either end.  They have conducted Social Class Questionnaires: how you grew up? This focuses on not simply the family income\, because the socio portion is more important than the economic.  It is important to let people know that 1 in 5 students at GDS receives some form of financial help.  Also\, these families are not all African American.  In summary\, “It is OK to be working class and it is OK to be rich.”  GDS students attend a 9th grade mandatory seminar on socioeconomic status that encourages them to think critically.  The school also promotes these types of conversations in the mentoring groups.  Lastly\, financial aid carries over to all aspects of the school\, including field trips\, tutoring. etc. – there are no add on costs. \nThe Norwood School Response: \nIt is more difficult to talk about socioeconomic differences in the Lower School.  The faculty is being encouraged to do more with the topic of diversity.  Families at Norwood come from various socioeconomic backgrounds\, and the school encourages parent to parent conversations to share their own experiences at Norwood.  Financial aid is a “full-time” commitment and includes tutoring\, musical instruction\, field trips\, testing\, the 8th grade trip to NYC\, etc.  There are no additional costs. \nThe Washington Episcopal School Response: \nThey do not have a lot of conversation about tuition assistance with the teachers.  It is not just students of color who receive financial aid.  One of the panelist remarked that the foreign exchange students who recently came to WES were shocked that African American students lived in nice homes and pay full tuition.  The school encourages students to feel good about having different life experiences.  They do not talk much about socioeconomic differences\, but instead try to teach it through awareness and community service activities for the students.  School tuition is also inclusive of all aspects of a WES education and there are no extra charges. \nFaculty has a strong part to play feeling comfortable with socioeconomic diversity\, how do you deal with that? \nWhen conversations come up about where are you going on vacation\, one teacher in the audience said she was going to spend time with family\, never really focused on where she was going.  We need to create an environment for students where they are comfortable talking about their differences.  Teachers are able to overhear many conversations among their students and can help guide them. \nHow are you addressing family differences?  Single parents\, adoption\, step-families\, family diversity?\nThe Georgetown Day School Response: \nThere are many options for parent education at GDS.  The Lower School has a program “That’s a Family” to address different types of families.  There are projects as well to introduce this issue early with the students.  Middle School does an ancestor project\, which does not need to be about “blood relatives” that starts these important conversations. \nThe Norwood School Response: \nThe faculty gives the teachers “permission” to have these conversations.  Administrators need to model for teachers.  Their admissions forms now list Parent 1 and Parent 2\, thereby no longer assuming a traditional mother and father type of family.  These are just a few small steps to make the Norwood community more inclusive.  In addition\, all Norwood students take a LifeSkills class as well that includes family composition. \nThe Washington Episcopal School Response: \nThe faculty and staff try to provide safe space for the students to have conversations about family composition.  They want each child to feel valued knowing that all students can contribute to the ongoing dialogue.  Teachers are encouraged to talk about these issues in their classrooms. \nConclusion\nThe Best Practices Program concluded with three Break-Out Discussions Sessions\, for the Lower School\, Middle School and Upper School.  Participants selected which discussion group to attend with Parents Council of Washington Board members serving as moderators. \nDiversity in our Schools – Lower Schools Break-Out Discussion Session\nThe first topic of discussion in the Lower Schools Break-Out Session was ways by which schools can “level the playing field” including limited the amount of money students can bring on a field trip and school’s requiring that students wear school uniforms.  Some participants felt that requiring uniforms doesn’t always level the field as some children wear $100 shoes (such as Uggs boots) and other name brand accessories that can differentiate them from the children who cannot afford these items. \nThe group discussed their individual schools ongoing diversity programs.  Blessed Sacrament is looking to develop a diversity program.  The St. Stephen’s and St. Agnes School now has a full-time staff member devoted to diversity issues.  Everyone felt that this level of commitment would trickle down and represent a real commitment on the part of the administration and school board to diversity.  The participants noted that having a designated person\, whether volunteer or paid\, is necessary in order to put action plans in place to promote diversity.  The WES representatives felt that as long as you can reach out to the “movers and shakers” in your school community to get involved in building and implementing a diversity program\, you should not necessary focus on the number of people attending your meetings.  Start small with the “right people” (meaning the movers and shakers) to get the job done. \nThe group agreed that it is important not to get discouraged\, and that it is important to work towards programs that are lasting and sustaining.  Burgundy Farm Country Day School was one of the very first (if not the first) independent schools in Virginia to embrace diversity – they did so from their founding in the 1940’s.  The Burgundy Farm Country Day School Representative proposed that we as Representatives of the Parents Council of Washington become more active in promoting diversity programs in our schools.  Most agreed that generation “Y” (the current young generation) are more at ease with diversity than previous generations.  They do not necessarily feel the same limitations that their parents or grandparents felt – whether regarding gender\, sexual orientation\, race or ethnicity.   It is not that it does not exist\, but rather younger generations talk about it openly\, whereas previous generations did not always discuss these issues at home. \nEveryone agreed that schools need a coordinator\, employee or committee dedicated to diversity issues.  Participants in the discussion group suggested that the PCW EBinder be sent to Heads of Schools and Board Chairs to further share this important information within our school communities. \nDiversity in our Schools – Middle Schools Break-Out Discussion Session\nOne member of the group began the discussion with the question\, “My school is in the process of re-writing their mission statement and we are struggling with trying to be all things to all people.  What are your thoughts?” \nThe group responded with various observations and suggestions including: \n1. Many independent schools find it hard to be responsive to students with learning differences and special needs. \n2. Some schools feel they have to be all things to all people in order to achieve academic excellence and teach the whole child.  We all benefit from diversity. \n3.  Some believe the mission statement needs to be more about love of self\, the more we explore our differences the more we come to realize that we are all the same. \n4. Some schools feel they cannot be financially sustainable trying to be all things to all people.  They cannot afford to provide for all of the requests from students and families\, including learning specialists\, music teachers\, athletics\, etc. \n5. It is great for schools to list the percentages they have of various race representations within their student body\, but what does it really matter if they all divide up at lunch time and diversity is not really working. \n6. Teachers need to work diversity into the curriculum. \n7. Diversity will look different from school to school based on such factors as geography. \n8. Even if you cannot achieve diversity with the student population\, you still need to teach diversity and educate the students\, as they will be going out into the diverse world. \n9. Life Skills classes are very helpful for students.  Many parents are also interested in learning what their children are learning in these classes as well. \nThe Grace Episcopal School is a Christian school but their diversity mission embraces all religions.  Much of the diversity at Grace Episcopal comes from teaching the different ways we live\, respect for others\, and respect for differences. \nParent education may be more important than all the student focused classes\, as it seems that children are much more accepting of diversity within their communities. \nCommunity Service is also a great tool for teaching awareness to students. \nDiversity in our Schools – Upper Schools Break-Out Discussion Session\nTwenty-two participants representing 17 Upper Schools/High Schools joined the Upper Schools Break-Out Session.  The opening discussion was on the topic\, “What diversity means to each of us at our schools; what have been our challenges and what has worked and has not?”  The consensus was that most of our schools have done a good job of opening their students’ eyes to diversity around the world.  Everyone agreed that the entire student body and the school gain from having diversity discussions\, but that there can be roadblocks if a school does not have practices in place to address both the “socio” and the “economic” aspects of diversity within the school community.  Many agreed that it humanizes the experience to hear from different voices within your school community. \nIn some instances\, it was felt that people are not as comfortable asking for changes in their schools if they are not from the same socioeconomic background.  It is very helpful when school Administrators give access to parents so that the parents feel welcome to share their ideas and beliefs.  Another recommendation for school Administrators is to host division level meetings with the Head to discuss diversity issues that extend beyond a specific grade level. \nMany participants shared highlights of successful diversity programs in their schools.  Stone Ridge has a very progressive Upper School Diversity program.  The Washington International School has always been very accepting of students from other ethnicities and countries\, as they have such a global representation within their student body.  Sidwell Friends School has a designated administrator who is the liaison with the faculty and the administration on diversity issues.  The Norwood School conducts monthly meetings with the parents of students of color.  Other schools believe that they need to improve their efforts regarding diversity practices and activities\, such as initiating virtual exchange programs with students from schools in other countries. \nMany of the participants believe that our children are very accepting of people of color but that more work can to be done for our students to gain a greater understanding and acceptance of students who face physical and mental challenges.
URL:https://www.parentscouncil.org/event/2011-pcw-best-practices-diversity/
LOCATION:Washington Episcopal School\,  5600 Little Falls  Dr.\, Bethesda\, MD\, 20854\, United States
CATEGORIES:Best Practices Forum,Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20101104T090000
DTEND;TZID=America/New_York:20101104T113000
DTSTAMP:20260424T135613
CREATED:20160406T182321Z
LAST-MODIFIED:20160818T181034Z
UID:1537-1288861200-1288870200@www.parentscouncil.org
SUMMARY:2010 Fall Representative Roundtable
DESCRIPTION:Tom Toch\, The Independent School Community\nThe Parents Council of Washington held its Fall Representatives Roundtable on November 4\, 2010 and featured Tom Toch\, the Executive Director of Independent Education\, as the guest speaker. Independent Education\, which was formerly AISGW\, is an organization representing 86 member independent schools in the Washington\, DC area. The organization has recently launched a new website www.independenteducation.org\, which will provide enhanced functionality and allow families to search for specific member schools using a variety of school criteria. \nProgram Summary\nNovember 4\, 2010 \nParents Council of Washington Executive Board Member\, Molly LaRochelle\, welcomed the members and guests to the PCW Fall Representatives Roundtable. She highlighted the two events that the PCW has hosted this school year – the Orientation\, with Michelle Kreibel as the guest speaker\, and the Fall Speaker Program\, with Dr. William Stixrud as the featured speaker. Ms. LaRochelle discussed the recent updates to the PCW website (www.parentscouncil.org) and the new Webinars that the PCW is sponsoring on a variety of topics including alcohol and drug use and learning and study skills. She noted that these webinars are archived on the PCW website and that they are conducive to hosting a webinar meeting at individual schools. Ms. LaRochelle then introduced Susanna Jones\, the Head of the Holton-Arms School. After welcoming all of the Roundtable participants\, Susanna Jones\, introduced our keynote speaker\, Mr. Tom Toch\, the Executive Director of Independent Education\, which was formerly AISGW. \nIndependent Education \nTom Toch is the Executive Director of Independent Education\, an organization serving the needs of independent schools in the Washington\, DC area\, which was formerly called AISGW – The Association of Independent Schools of Greater Washington. He was Co-Founder of “Education Sector” and “Education Week\,” both are leading publications in the field of education. In addition\, he has taught at Harvard’s School of Education and has been a fellow at The Brookings Institution. He has published two books: “High Schools on a Human Scale” and “In the Name of Excellence.” \nMr. Toch described the decision to change the name of the organization from AISGW to Independent Education as a means by which to reach a broader audience outside of the local independent school community. They wanted a shorter and clearer name that would also not lend itself to using an acronym. Their new website (www.independenteducation.org) will provide enhanced functionality and will allow families to search for specific member schools using a variety of school criteria\, such as size\, grades from nursery school to grade 12\, coed vs. non-coed\, etc. Families will be able to readily search for independent schools based on their preferred categories. \nIndependent Education was founded in 1951 and serves 86 member schools that together educate more than 36\,000 children in the Washington\, D.C. metropolitan area. With more than 8\,000 employees\, these schools represent many different approaches to education\, including Montessori schools\, Waldorf schools and single sex schools. Although it is sometimes assumed that independent schools in the Washington\, D.C. area serve only a rather elite and affluent community; that is not correct. Independent Education includes member schools that focus on disadvantaged students\, students with learning disabilities and students from all demographic segments. In fact\, Independent Education champions the diversity of all of the schools that it serves. Mr. Toch commented that there is a higher concentration of different types of schools in the Washington\, D.C. area than almost anywhere else in the nation. The November issue of the Washingtonian magazine profiles a number of schools that are not as well known\, but that are indicative of the types of interesting\, innovative schools that are located throughout the Washington\, D.C. region. \nIndependent Education’s website also provides valuable resources for college graduates who are seeking entry-level teaching positions. In order to attract some of the talented graduates who are not accepted into the Teach for America program every year\, the Independent Education website provides a network for those candidates to contact member schools that are actively recruiting for teaching positions. Independent Education also hires some of these outstanding graduates for opportunities within the organization. In addition\, Independent Education posts available employment opportunities for all of its member schools. \nAnother important initiative sponsored by Independent Education is programming for professional development and networking opportunities for the area schools’ teachers and staff members. Mr. Toch and his staff have hosted a number of programs on topics such as cyber bullying\, concussions\, and identifying and addressing learning differences and disabilities. Recently\, they presented a lecture by one of the leading experts on eating disorders. \nIndependent Education is also attempting to assist its member schools by offering recommendations on how to operate their schools more cost efficiently. Regardless of size\, each school can benefit from Independent Education’s negotiated purchasing contracts and other consortium agreements and corporate partnerships. For example\, they have organized insurance pools as a means of helping their member schools reduce their personnel related expenses. \nIt is important to note that Independent Education is not an accreditation organization. It is a secondary membership organization that provides professional development\, networking opportunities\, and is a recognized leader in the independent school community. In order to be a member of Independent Education\, a school must be non-profit\, primarily privately funded\, have an independent Board of Trustees\, and be non-discriminatory. In addition\, half of the schools that belong to Independent Education are faith-based schools. The average annual tuition at schools belonging to Independent Education is $18\,000 to $20\,000. \nMr. Toch offered his insights on the state of independent education in both the Washington\, D.C. area and on a national basis. During the 2009-2010 school year\, enrollment in independent schools in Washington\, D.C. declined by 1.8%. This current school year it is down by another 1%. Immigration is the largest driver of what is occurring in education today. The anticipated school age population would be eight million fewer students in 2050 than it is today if it were not for the direct impact of immigration. The demographic landscape is also changing in our school population. Latinos today account for 20% of the school age children\, but in 2050 it is forecasted that Latinos will account for as much as 35% of that population. These predicted changes in our demographic profile will directly impact our schools in the future. In the Washington\, D.C. area\, one half of the school age population is considered to speak English poorly. The overall school age population is becoming increasingly diverse and less facile with the English language. In addition\, the emergence of the charter school movement in the last decade is providing increased competition for independent schools. The Washington\, D.C. area has one of the highest concentrations of charter schools in the country. The overall quality of these charter schools varies tremendously. Since they are often entrepreneurial enterprises\, some of them are regarded as less effective\, while others are considered extraordinarily innovative. In Mr. Toch’s opinion\, some of the best charter schools are the ones that have been organized by former independent school students and teachers. Independent Education is working diligently to build bridges to these schools. \nAnother significant challenge facing our independent school community in the Washington\, D.C. metropolitan area is the need to reconcile the rising costs of operating budgets with increases in school tuitions. Mr. Toch noted that since 1985\, the average cost of an independent school education has increased 150% beyond the rate of inflation. During the same time frame\, the average inflation adjusted family income has increased by only 20%. This illustrates a major dilemma for school administrators\, since this represents a 130% gap in the ability of families to pay for private education versus the amount that schools are charging for tuition. According to Tom Toch\, today only 3% of families can afford an independent school education\, yet ten years ago this figure was 6%. He estimates that within four years\, the most expensive independent schools will cost $40\,000 in tuition per year. As a result\, the financial aid budgets of independent schools have increased by necessity. Only 85% of current students in independent schools are paying full tuition. \nThe increasing diversity of the student population poses a unique challenge for independent schools\, because in many cases they lack the systems needed to reach into these immigrant communities. Tom Toch recently travelled to China with a group of independent school administrators in an effort to recruit students from these new emerging economies where families have both the resources and the desire to attend our schools. In addition\, schools are using independent organizations such as the Latino Student Fund to create dossiers for their students. This is an attempt to bridge the language and cultural barriers that exist between independent schools and many of these immigrant communities. \nMr. Toch discussed the impact of the higher cost of independent school education\, and the increasing demands on schools that have in some cases caused them to become less productive. In response to parents’ demands for higher quality education and additional services\, schools have hired specialists and expanded their curriculum and extracurricular activities. As a result\, it costs more now than ever before to produce a graduate. However\, despite the demand for lower student teacher ratios in our independent schools\, there is no evidence that students learn better in a class of 10 students as opposed to 20 students. Parents are often asking schools to provide enhanced programs and activities that were not previously offered\, ranging from additional foreign languages to a host of various athletic teams. Each of these additions to the curriculum and extracurricular activities necessitates additional staff and resources. In summary\, our independent school community has become more sophisticated about education\, which has made it increasingly expensive. Many administrators and Boards of Trustees must face the inevitable question as to whether or not these additional services are sustainable\, and even whether or not they are in fact needed. In an effort to reduce operating costs\, a number of schools\, including Holton-Arms and Bullis\, are initiating on-line educational programs in order to make their schools more efficient. In Mr. Toch’s opinion\, this is the trend of the future. It is imperative that independent schools become more focused on the cost and benefit analysis of their proposed program additions in order to support their allocation of tuition dollars and other available funds. School endowments can not be the sole answer\, as there are limits to the ability of donors to financially support these independent schools. Mr. Toch concluded his remarks by recommending that all parties\, including administrators\, trustees\, teachers and staff\, as well as parents\, must work together to address the underlying economic fundamentals facing our independent schools as we look to the future. \nOn behalf of the Parents Council of Washington and all of the participants at the Fall Roundtable\, Molly LaRochelle thanked Tom Toch for his insightful presentation. The Roundtable then continued with an open forum discussion on the topics of Bullying and Balancing Technology: How to Unplug Your Kids. The morning event then concluded with three break-out sessions\, one each for Lower School\, Middle School and Upper School. Here are summaries of these important discussions. \nBullying \nMolly LaRochelle began the large group discussion by reading a definition of bullying. According to the Olweus Bullying Prevention Program\, developed by Dan Olweus\, (considered the father of research on bullies and their victims): \n“A person is bullied when he or she is exposed\, repeatedly and over time\, to negative actions on the part of one or more other persons\, and he or she has difficulty defending himself or herself.” Bullying includes three important components: \n1. Bullying is aggressive behavior that involves unwanted\, negative actions. \n2. Bullying involves a pattern of behavior repeated over time. \n3. Bullying involves an imbalance of power or strength. \nBullying can take on many forms: \n1. Verbal Bullying\, including derogatory comments and bad names. \n2. Bullying through social exclusion or isolation. \n3. Physical bullying such as hitting\, kicking\, shoving and spitting. \n4. Bullying through lies and false rumors. \n5. Having money or other things taken or damaged by students who bully. \n6. Being threatened or being forced to do things by students who bully. \n7. Racial bullying. \n8. Sexual bullying. \n9. Cyber bullying (via cellphone or Internet). \nThe Green Hedges School has started a character education program which involves meetings led by students. The question is posed\, “If you see someone being bullied\, what should you do?” Since bullying usually occurs when adults are not present\, we need to provide our children strategies for dealing with it on their own. If you identify and resolve these incidences in the lower grades and teach these children that this is not acceptable behavior under any circumstances\, hopefully it will decrease in the upper grades. Holton-Arms also has a program similar to that of Green Hedges in the Lower School. \nThe question was posed whether there is more bullying now than there was 30 years ago. The level of political discourse involves much more open conflict now and television programs seem to also reflect that level of conflict. Even if bullying always existed\, with the advent of the internet\, the consequences of bullying today can be much greater. Hence it is imperative to teach our children not to bully both in the schools and at home. Parents also need to learn to talk to one another about these issues rather than putting the responsibility for this entirely on the schools. Part of the difficulty for parents\, however\, is knowing when it occurs. When the school handles bullying issues\, it is most often done privately and not open to the entire parent community. \nBalancing Technology: How to Unplug Your Kids \nOne of the sources of bullying is exposure to violence through television\, movies\, the media and the internet. It is important for parents to set parameters on what children can watch and how much time they spend on various technological devices. There are a number of websites that can be very informative in this regard. Common Sense Media has a wonderful website with movie ratings and other information for parents. Similarly\, www.kidsinmind.com also provides very useful movie ratings. Parents need to act as positive role models and when needed “put their blackberrys down.” One participant recommended that parents need to be willing to make the hard decisions and stand your ground as a parent. In addition\, help your children find something they are passionate about\, an activity that focuses their time and attention in a positive direction. \nHigh School Breakout Session \nThe Bullis School has recently implemented a new policy on alcohol and drug use. When the school receives information about the first infraction by a student\, even if it occurs off-campus\, the student must attend the six week program on alcohol abuse at Suburban Hospital. If there is a second infraction\, the student is expelled. \nA number of area schools have instituted drug testing at their schools. The Breakout Session participants discussed whether or not there is a right to privacy and whether parents need to sign some form of authorization permitting the school to administer drug testing on their child. The consensus of opinion was that schools do have the right to conduct drug testing without parental consent. \nThere was also a discussion of whether schools should require parents to sign a Safe Home Pledge. This pledge states that the parent(s) will not provide alcohol in their homes or elsewhere to students. The Bullis School has implemented such a pledge. \nFinally\, there was a discussion of how to encourage students to talk to their school counselor. Often children feel that speaking with the counselor has a stigma attached to it. It is important for the counselor to be “out there” with the kids instead of closeted in their office. It was also suggested that it is helpful if the counselor is perceived as a “cool” person\, someone with whom the students can relate and feel comfortable speaking to about sensitive issues. \nMiddle School Breakout Session \nThe participants discussed the issue of allowing middle school students to have access to cell phones during the school day. Many schools provide telephones in the school that are available for the students to use “no questions asked.” This helps parents to not feel the pressure to give their middle school students cell phones. One school collects all cell phones at the beginning of the day\, stores them with the Middle School Head\, and then allows the students to pick up their cell phones at the end of the school day. \nParent Networking meetings are an excellent way to speak with other parents and learn helpful parenting ideas from them. However\, often the parents of the students who have the cell phones and Facebook accounts are the parents who are not attending these meetings. The question was asked\, “How do you get these parents more involved?” It was recommended that a personal phone call to “invite” them to join the group might be an effective tool. It is important to try to reach out to all parents to foster open communications on these important issues. \nOne of the participants noted “that technology is not going away\, so parents need to be able to set limits.” Many schools have an “acceptable use” policy that students and even parents must sign. Most address the use of technology in and out of school. \nOne parent in the Middle School Breakout Session shared her experience with her son’s addiction to video games. There are now “video game rehabilitation” programs. She advised that video games can be as addictive as a drug. Children need more unstructured time; time to go and play outdoors. \nLastly\, when students begin to go out and attend parties and other social events\, it is a good idea to have a “secret code\,” a word or question that signals to a parent that their child is uncomfortable and wants to be picked up and brought home. This makes it easier for the child to call home and not be embarrassed in front of their peers. \nLower School Breakout Session \nThe participants in the Lower School Breakout Session first discussed how their schools deal with students and the use of various electronic devices on the school campus. Most of the schools represented said that all phones must be turned off during the school day. Students are often told that there is a telephone available in the school office if they need to make an urgent call. The use of IPODs is permitted on school busses\, but talking on cell phones is not allowed. \nThe second topic of discussion focused on the established guidelines for class parties in various schools. Parents expressed concern because they felt that there often is an inequity between classes\, with some having extravagant parties while others having the simpler fare of juice boxes and cookies. At some schools\, the Room Parents are in charge of these class events and there are no guidelines. One PCW Representative said that at her school they organize class parties by grade level to eliminate these inequities. Another parent said that her child’s classroom teacher provides rules for class parties\, while another stated that at her school policies for class parties come through the Parents Association. \nA third subject of interest to many participants was the nutritional value of lunches provided for students by the school. One school has a “no seconds” rule on food unless it is for servings of fruits or vegetables. Another school provides an unlimited salad bar for its students. The Food Service Manager at a member school offers both organic foods and whole grain options. Everyone agreed that good nutrition and moderation should be taught and modeled at home. \nThe final topic of discussion was the acceptable amount of homework that can be assigned on a daily basis for lower school students. All of the participants felt that the recommended amount of homework was dependent upon the grade level of the individual student. The consensus was 15 to 20 minutes for grades K through first\, which can be increased to one hour or slightly more for grades two through five. All felt that homework should be given for review and reinforcement purposes and that elementary school students should not be given so much homework that it requires them to work late into the evening and reduce sleep time. \nMolly LaRochelle and the Parents Council of Washington Board members thanked all of the participants for attending the Fall Representatives Roundtable and look forward to welcoming them at future PCW events.
URL:https://www.parentscouncil.org/event/2010-fall-rep-roundtable/
LOCATION:Holton-Arms School\, 7303 River Rd\, Bethesda\, MD\, 20817\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20101014T190000
DTEND;TZID=America/New_York:20101014T210000
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160818T181735Z
UID:1540-1287082800-1287090000@www.parentscouncil.org
SUMMARY:2010 Fall Speaker: William Stixrud
DESCRIPTION:Download the PCW Summary of this event. \nDownload Dr. Stixrud’s notes from the presentation\, available in PDF and RTF formats. \nParents Council of Washington Summary of Dr. William Stixrud Presentation \n“Stretching Kids Without Breaking Them: Stress Free Ways of Promoting Development”\nOur children need to be challenged\, but children work best when they are working in the context of safety. The brain does not work well when it is stressed.  Children who are less stressed are better learners.  We need to create environments where kids’ brains have the chance to work efficiently.  In the Washington area it is easy to think that the most important outcome is getting into college.  He works on teaching parents how they can act as a “non-anxious presence” in their kids’ lives.  Parenting works better if the parent isn’t stressed or afraid\, so that he or she can provide the child with a sense of security.  When he does therapy with families he sets as a goal simply being able to enjoy your kids. \nThe most important outcome of early childhood is a sense of secure attachment\, usually to the mother.  Attachment is the foundation of resilience and this sense of security allows for growth.  The best predictor of whether kids finish college is the security of their attachment at 18 months old – not grades or SAT scores.  It is hard to develop a secure sense of attachment if there is too much rushing and anxiety.  When a baby is securely attached at 12 months old it is hard to stress them.  Inner security is a big deal. \nWhen adolescent girls are too tired and too stressed for too long they become depressed.   People are constantly seeking safety and security. The amygdala is the part of the brain that is very sensitive to threats.  A lot of kids that he sees have a very sensitive amygdala.  This is the part of the brain that initiates the flight or fight response when threatened.  The challenge of modern life is not to get stressed. In the book “Why Zebras Don’t Get Ulcers” the author makes the point that zebras that are attacked show increased levels of cortisol.  However their cortisol levels go down to normal shortly after the attack is over.  The problem with people is that we maintain high levels of stress in our bloodstream for weeks or months at a time. \nNUTS is an acronym for what makes life stressful: novelty/new situations\, unpredictability\, threat\, low sense of control. \nA perceived sense of control is extremely important for low stress.  If a person feels in control it is difficult to stress that person.  It is also clear that it is difficult to think clearly if you are under stress.  For example\, if you have an argument with a family member or you are worried about someone in your family\, it is hard to pay attention.  All executive functioning is inhibited when you are under stress.   Under stress children will try to work harder\, but will produce poorer quality work.  Children need to feel safe in school in order to learn.  Stress can lead to anxiety disorders and depression. \nThe older he gets\, the more humble he gets about what is in a child’s best interests.  Often he finds that what seems like a disaster turns out to be the best thing for the child. \nThe optimal mental state for learning is relaxed alertness.   A high difficulty/low threat environment is the optimal environment for learning. \nADHD and Autism are very genetically based. If one twin has either one of these\, it is 80% likely that the other twin will have it as well.  Anxiety disorders and depression are only 35 to 40% genetic.  They are most likely caused by stress.  In the past few years the age of onset of depression has decreased dramatically from 35 to 14.  Girls are much more vulnerable to depression.  The formula for depression is being too tired and too stressed for too long.  Experts say that depression scars the brain and can raise the risk of future depressions. In fact\, once someone has experienced depression it is more likely to recur.  Depression is the leading cause of disability world-wide. \nWe can prevent mental health problems with preventing sleep deprivation and stress.  “Rest is the basis of activity.”  Activity is dependent on how much rest you get.  Even minor sleep restrictions impairs cognitive functioning in children and adolescents.  Kids are now sleeping one hour less than they did in 1970.  They have shown with rats that they will die quickly if you keep them awake. \nResearchers have shown that if you learn something before you go to sleep the brain works on it while you’re sleeping.  New connections are formed in the brain while you sleep.  Therefore\, if we let our kids sleep they will learn better.  Sleep is also crucial for motor development.  If you’re working at 8:45 at night you are working at about 10% efficiency.  If you do the same work after you sleep you can do it much better.  In Israel someone paid 4th and 6th graders to go to bed 1 hour later or 1 hour earlier than they usually do for 3 nights in a row.  The 6th graders who went to bed 1 hour later had the cognitive ability of 4th graders after 3 nights. \nCarol Dweck did a study on motivation.  She created two categories: adaptive motivation which is the urge to work harder when something gets harder to do; and maladaptive motivation which is the urge to avoid something if it gets harder because you don’t want to look stupid. Adaptive kids believe that they can do better through their own efforts.  They have a growth mindset.  Maladaptive kids feel that they can’t do anything to do better because they are simply born the way they are.  They have a fixed mindset.  As parents we need to encourage kids to feel that they can do better through hard work; don’t simply praise them for being intrinsically smart.  We need to help children to develop enjoyment of the challenge and to go against the tendency to fear challenge. \nThere is a term called “flow” which is the experience you have when you engage in something that you are really into – in short\, the state of full engagement.  This is the sweet spot between being too intense and being bored.  Kids turn into motivated adults when they have passionate engagement in one of their pastimes – e.g. an interest in music\, dance\, etc.  Their effort is its own reward.  The flow state is good for the brain because it involves high focus and no stress since when you do what you love to do – you enjoy it.  Further\, if we love what we are doing we will do it over and over again.  He sees a lot of academically discouraged kids who are passionate about something else.  We need to encourage these kids to work on the thing about which they are most passionate. \nThere are gender differences with stress.  Girls’ response to stress is to “tend and befriend.”  They learn better with no stress.  Boys learn best with a little bit of stress. \nSuggestions for Parents: \n\nShoot for balance in your own life\, regularity in your routine.  Get enough sleep.\n\n\nTake a long view.  Most kids turn out fine in the end.  The frontal lobe of the brain develops really slowly\, generally not until age 25.  As they get older they become capable of wisdom.\n\n\nPlace enjoying your child as your highest priority.  Think about what is keeping you from really enjoying your child.\n\n\nListen and empathize with your kids.  But don’t take on their pain.  Don’t suffer along with them.  Don’t pity them.  If you pity them it will be hard for them to develop a courageous attitude.  Resilience develops by being challenged.  Don’t protect them from those challenges.\n\n\nIt’s easier for kids to feel good about themselves if we feel good about them.  Practice acceptance and making peace with the current reality.  It’s okay for them to be who they are right now.  Promote self-understanding in kids.  Remember: often we can’t know what’s really in a kid’s best interests.\n\n\nDon’t fight over homework.  Resist making decisions for kids based on fear and competition.  Valedictorians aren’t more successful than others.  Where you go to college doesn’t determine success.  Tell kids this.  There are so many ways that people can find their way in the world.\n\n\nModel love for challenge and persistence.  Encourage flow in any activity.  Emphasize the value of pastimes.\n\n\nEncourage kids to make decisions.  Insist that teens do it too.\n\n  \nQuestions and Answers:\nWhy did you say it is OK for boys to have a little stress while learning and better for girls to have no stress? \nBoys need to be attracted and engaged.  Boys are a little more confrontational and do better with a little competition.  Girls need to feel totally safe and not too overwhelmed by any competition. \nThe environment of independent schools seems to go against all of this – our culture sees it as a “badge of honor” to have tons of homework? \nAs parents\, we need to encourage schools to develop stress reduction teams and work with students\, administration and teachers to find a balance for our children.  This has to be a priority in schools because of the risk of mental health problems that can be brought on by stress. \nWhat are the published guidelines for sleep requirements for children?  The National Sleep Foundation has a chart based on age but I would say most adolescents need about 9¼ hours of sleep each night. \nOur children are not accepting of who they are and are constantly comparing themselves to others\, not as smart\, as good in sports\, etc. what can we do?  Focus on your child’s development and their accomplishments and discourage comparisons. \nHow do we balance challenging our children vs. over stressing them? \nTake a perspective of wanting to see what they become and not have parental expectations.  Encourage kids to try new things.  There should be a love for challenge and difficulty but talk about what too much pressure feels like\, what it is like to have too much on your plate.  Work with kids so they can identify when they are too stressed and can talk about it. \nDoes meditation work for kids who are 12? \nMeditation can be beneficial for kids of all ages.  This has been proven in headache clinics.  Kids can learn ways to quiet their minds and body.  We all can benefit from this.  Meditation can be a great stress management tool\, as well as exercise and yoga. \nWhat effects do electronics have on stress? \nKids really can’t multitask.  When they try they are basically doing each thing less effectively.  We need to encourage our children to do one thing and focus on it.  Having a computer screen on lowers levels of melatonin\, which helps us to fall asleep. \nThere are schools that reward performance based on grades and parents who push the schools and their children.  Are schools creating the stressful environment? \nElite schools are becoming more aware of this and more sensitive to these issues.  Parent’s anxiety is pressuring schools to remain competitive.  Parents and schools need to team up to reduce stress in their children’s lives.  In all schools there are 1/3 of the students who are slower getting the work done. \nDo you think these changes will really come to schools? \nYes.  The more pressure\, the less sleep.  We have ½ our population on antidepressants and it cannot go on like this.  Things will have to change. \nWhat do parents do about kids who come home with too much homework and can’t finish it all? \nParents need to talk with teachers and administrators regarding the amount of homework and the correlation of learning.  Why are they giving the homework\, is it necessary?  How much is reasonable at each age?
URL:https://www.parentscouncil.org/event/2010-pcw-fall-speaker-william-stixrud/
LOCATION:National Cathedral School\, 3612 Woodley Rd\, NW\, Washington\, DC\, 20016\, United States
CATEGORIES:Events,Speaker Series
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20100921T090000
DTEND;TZID=America/New_York:20100921T120000
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160823T175504Z
UID:1542-1285059600-1285070400@www.parentscouncil.org
SUMMARY:2010 PCW Orientation:  featuring Michelle Kriebel on Developing a Child’s Self-Esteem from Inside Out
DESCRIPTION:“Helping to Develop Your Child’s Self Esteem: Building from the Inside Out”\n\nKickoff Speaker: Michelle Kriebel\nIntroduction: Parents sometimes confuse their children’s happiness with self esteem. Parents try to create happy children all the time and this does not serve them well in the long run. \nIt is important for children to have a good underlying core. Kids need to create their own “songsheet” or positive message\, of their life. This message that plays over again in their head is greatly influenced by what they hear from their parents\, teachers\, coaches\, mentors\, etc. This is not only about our children\, but we as parents are going through this as well\, as far as a parenting aspect. \nWhat is a parenting comparison you tend to make? \n\nsocial networking\, cell phones\, technology – we tend to ask ourselves what everyone else is doing?\nis my junior in high school taking enough AP/Honors classes – how much is too much?\nwhere is your child applying to college?\n\nSpecific Strategies for Building Self Esteem\nModel healthy behavior \nProvide choices for your child – don’t call all the shots – kids need to be empowered and in control of some things. \nEncourage Appropriate Risk Taking – try new things – sports\, drama\, running for school office – kids need to learn they can’t always win\, make the team\, etc. \nSet boundaries and say “NO” – kids need to see that parents are in charge. \nMake positive statements before the litany of questions – “It’s really great to see you” – then be quiet and let them have a voice. \n“Side Talking” – have talks with them while you are both engaged in regular activities – i.e. walking the dog\, folding laundry. \nShare their passions – help them to enjoy an activity where they lose track of time – doing it because they are passionate about it. \nHelp others together \nWork! – kids have to get a sense of what a dollar is\, work for a paycheck\, what it means to save\, how to be responsible and show up each day on time. \nLet them problem solve – parents always want to rescue them and fix things. Teach children to be their own advocates. \nHelp them develop their communications skills – Middle School and High School students should be able to talk to their teachers/coaches and other adults. \nCommunicate in their way at times – try to understand and use their technology so you can be part of their world. \nChallenge Media Messages \nSchedule “date” time with each child – make one-on-one time with children\, walk the dog\, go to lunch\, etc. doesn’t need to be an expensive activity. \nCreate traditions\, routines and special times  \nBe there at bedtime – especially with younger children\, but also as they get older bedtime may be the best time to talk. \nConcentrate on strength and successes \nWhat is a skill your child is really good at? Share your child’s most endearing traits? \nCompliment internal and external qualities – internal compliments are more important than compliments that address clothes or body image. \nBe demonstrative with your love – remember to give lots of hugs \nAccept your child for who they are and not what you want them to be
URL:https://www.parentscouncil.org/event/2010-pcw-orientationkickoff-speaker-michelle-kriebel/
LOCATION:National Presbyterian School\, 4121 Nebraska Avenue Northwest\, Washington\, DC \, 20016\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20100525T090000
DTEND;TZID=America/New_York:20100525T120000
DTSTAMP:20260424T135613
CREATED:20160406T182323Z
LAST-MODIFIED:20160823T173446Z
UID:1559-1274778000-1274788800@www.parentscouncil.org
SUMMARY:2010 PA Presidents' Forum
DESCRIPTION:Program Summary \nThis annual event is designed to welcome incoming Parent Association Presidents from member schools and to provide a timely opportunity for past and incoming presidents to share ideas and experiences.  A panel with former presidents was followed by a general question and answer period.  Topics included: introduction and descriptions of PA workings; communications within school community; nominations and volunteers; budgets\, fundraising and community-building; personal time boundaries: and events. \n\nWelcome from Kathleen O’Neill Jamieson\, head of National Cathedral School\, and from Betsy Mandel\, head of the Parents Council of Washington. \nPanel of Parent Association Presidents\nMary Baker – President of Landon Mother’s Association (LMA) \nTamra Bentsen – PA President\, St. Stephen’s & St. Agnes School \nManar Morales – PA President\, St Patrick’s Episcopal Day School \nModerators:  Gretchen Neal and Anna Pfeiffer  PCW \nMary Baker – LMA’s role is to enhance the lives of our boys at Landon. I have had an easy transition into President\, as I was able to shadow last year in the role of VP and to “learn the ropes\,” then move into the President’s role this year. I felt I had a year of knowledge and experience going into the job. As President I meet monthly with the division heads\, deans and headmaster.  We have a great wealth of volunteers. \nTamra Bentsen – The goal for our PA is a “sense of place\, peace\, and friendship and an opportunity to live our school mission.” Our PA is a collaborative effort with the teachers\, administration\, deans\, and parents.  The PA president is elected in May by a panel of parents and teachers.  I served one year as President-Elect when I shadow and attend meetings so that I am prepared for the President position.  We have open nominations that are done on-line and all parents can offer to be volunteers and/or  room parents.  Our Head of School attends all PA meetings.  We have two evening meetings for working parents or parents with other obligations in the morning.  This year we formalized the grocery receipt program and it was very successful . \nManar Morales – President of the PA is also on the Board of Trustees’ Executive Board. It is a two-year term.  There is no shadow process. The PA President meets with the Head of School to learn their expectations for the PA.  The head also attends all PA meetings. I meet once a month with the head of school prior to our PA meetings.  I also meet with the Board Chair to discuss goals and invite them to one of our PA meetings.  We hold two general meetings and we ask our PA officers reach out to parents with a formal invitation to attend.  The PA sets goals at the beginning of the year and all PA members hear them.  This helps to build a team.  Volunteers spend a lot of time supporting the school.  We are trying to recognize this gift of their time.  We invite volunteers to a PA meeting so they can see we are supporting them.  We also hold a thank you brunch\, send thank you notes or flowers. \nQuestions were then discussed amongst the panel and audience. \nHow do you communicate with your school’s parent community? \nLandon – School wide emails go out through the communications office.  We also use grade specific emails that are generated by the room moms about one every two weeks so not to overload parents with emails. One of three room moms per grade designated to be the “email mom.” \nSt. Stephen’s & St. Agnes – The PA has a VP of Communications and the school’s Director of Communications approves everything before it goes out.  There’s an email “dispatch” that goes out to all three campuses – don’t do many mailings.  Use room parents as well to communicate with the parents. \nSt. Patrick’s – has a VP of Communications on our executive committee that works with the school to manage communications.  Room parents send out some email\, as parents are more likely to open these emails.  PA also has an email “blast\,” and there’s a Thursday bulletin that goes out from the school.  They also have a post card that goes out at the beginning of each year with the PA mission\, a list of the year’s PA activities and the event dates.  This is sent out to all the parents.  We end the year with a thank you card that lists all of our accomplishments. \nIt seems that 5% of the people do 95% of the work.  What are some strategies to get new volunteers? \nLandon – LMA chair designates the room moms and tried to reach out to new people and working moms.  Many mentioned being thrilled to be asked. \nSt. Stephen’s & St. Agnes – talk with the head of the divisions for names of new families or families who have expressed an interest in getting involved.  When you reach out to a new mom or dad to volunteer\, you are tapping into a huge “branch” of new people that you can also reach out to. \nHow can you have a transparent process for nominations when there is always the person who volunteers but never really does the work? \nSt. Stephen’s & St. Agnes – No event has just one chair.  If we have multiple co-chairs it seems to work better.  We have the sign-up form online so it is first come first serve\, though we are able to find a role for the parents who volunteer. \nSt Patrick’s – We have the first chair pick the co-chair\, as a friend asking a friend is more invested to do a good job and not let their friend down. \nWe had a new head last year and we meet with her monthly to advise her on issues such as the strategic plan.  How do I really get a feel for what the main issues are with the parent body? \nLandon – I was getting calls seven days a week.  Parents look to the PA president for advice as well as someone to listen.  If I get repeated concerns/ideas/suggestions I take them to the head of school at our monthly meetings.  He then directs me to the right person to address the issue. \nSt. Stephen’s & St. Agnes – We have a very open communication with the Head of School.  Our school also uses online surveys frequently to get the pulse of the parents and can be done anonymously. \nHow do we promote the PA to parents to help get more volunteers? \nGeorgetown Visitation – We encourage class reps to pick up the phone during the summer and invite people to sign up to volunteer. \nSt. Stephen’s & St. Agnes  – Our head hosts an event for all volunteers to thank them.  It is important to capture the name of anyone who volunteers for jobs big or small and it is very important to remember to thank everyone. \nSidwell Friends School – We call people\, even those who usually don’t volunteer and were very successful in getting new parents to sign up to help. \nHow do you make your PA inclusive to represent your student body? \nSt. Andrew’s  – We make a real effort to diversify room parents and other volunteers by grade\, girl or boy parents\, backgrounds\, etc. \nNorwood – We do an open call for nominations for room parents and take the list to the heads for their recommendations.  We have grade reps not room parents. \nGeorgetown Day School – We make phone calls to parents so that we have a diverse group of volunteers. \nSt. Stephen’s & St. Agnes  – We use our diversity/multicultural committee\, which holds two spots on our PA\, to help diversify our volunteer pool.  We hold various multicultural events. \nHow does your PA help to transition in a new head of school or division head? \nNorwood – We held a coffee for parents to come and meet and ask questions as well as a coffee just for the PA executive committee.  Since a new head needs to learn the traditions of the school\, we created a scrapbook with information and photos of the various events organized by the PA. \nWhat about budgets and fundraising?  Grocery Receipt Sign-up? \nSt. Stephen’s & St. Agnes – we kept a cushion in our budget to roll over to next year. \nLandon – grocery receipts – we find it hard to get parents to sign up.  It would be easier if we could get the school to sign up parents\, possibly on the re-enrollment contracts or through the development office. \nSt Patrick’s – We too leave a cushion in the budget year to year. We use target emails to get parents to sign up for grocery receipts and then follow up with a thank you that lets them know the success of the program \nSandy Springs Friends School – We have a page on our website with links to sign up and shop and get credit for your school.  We send an email at the beginning of the year asking if you want to be on the list and participate so there in no need to re-enroll each year and if you want to opt out you can. \nWhere do you get the funds for the PA activities?  Does your PA do fundraising? \nLandon – we are not a fundraising group we just do volunteer work.  There are a few opportunities within the Father’s Club for individual donations to certain things like the Debate team. \nWhat do you do to support community building and welcoming new families? \nSandy Springs – described their “First Friends” programs.  This is a buddy/family system.  They have a “Friends Day” event in September for everyone.  It’s a Carnival like event and the MS and US students give tours to new families. \nSt. Stephen’s & St. Agnes – PA is responsible for a Family Fun Day – this helps to build community as well as fund raise.  Merging the two has been a good way to raise money.  We have come up with some low cost events as well like a Nursery Playground Breakfast for the families of younger students. \nSt. Andrew’s Episcopal School – We do more friend-raising than fundraising.    We have a “Parent to Parent” committee on the PA board with chairs in the LS\, MS\, and US to reach out to families.  We make personal calls to all new families before each event to formally invite them. \nWashington International School – We do a large picnic at the beginning of the year for all families and it is very successful.  We also have a spring bazaar that is well attended and is more of a fundraising activity.  We work with the admissions office to make calls to welcome new families and hold coffees for new families. \nLandon – We too have a welcome picnic\, coffees\, welcome reception as well as invite new LS and MS families to our book fairs. \nNorwood School – we have parent coffees but have found that happy hours by grade are better attended. Our parent socials are at the head of school’s home. \nPotomac School – We have done moms-night-out events – these are very successful. These are only social\, no fundraising or school agenda. \nSandy Springs – We have grade specific potlucks – adults only at someone’s home.  These are well attended. \nLandon – We have a spaghetti dinner for fathers and sons on campus and this is an opportunity to sign up to volunteer.  We also have a breakfast with a speaker for fathers and their sons before school starts one morning. \nHow do you deal with parents that call you in your personal time? \nLandon — It is important to set boundaries.  This might be that you don’t take calls after 4 pm.  Or you can take phone messages and then follow up with an email the next weekday. \nWashington International School – I set boundaries that I would do PA work from 8 am – 3pm only and after that it was family time. \nWhat is your attendance like at an evening PA event? \nNorwood – evening events where parents and teachers were present were very well attended because parents want a chance to talk with teachers. \nGeorgetown Visitation – we feature a faculty member and attendance was great.  They do a presentation and then open it up to questions and answers. \nLandon – we have 5 meetings a year and the PA President is responsible for getting the speakers for each.  We try to focus on a topic of concern for parents.  We have a presentation then questions and these are usually well attended. \nAre there any programs specifically for kids regarding drugs\, alcohol\, stress\, depression\, etc? \nSt Andrew’s – we have a “Hot Topics” event to address areas of concern.  We have a paid speaker come in and talk with the kids about issues like IMing and texting.  Attendance seems to vary based on the topic. \nGDS – we have a panel discussion set up by the guidance counselor that includes faculty\, parents and students to discuss these various issues. \nStone Ridge/St Andrew’s – We do the Community of Concern events\, which is a mandatory drug and alcohol awareness program that is attended by students and a parent. \nSeveral schools expressed an interest in cost sharing to host an event like this:  WES\, Sidwell\, Norwood\, Holy Trinity\, GDS and Sandy Springs.
URL:https://www.parentscouncil.org/event/2010-pcw-papto-presidents-networking-and-transition-coffee/
LOCATION:National Cathedral School\, 3612 Woodley Rd\, NW\, Washington\, DC\, 20016\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20100512T090000
DTEND;TZID=America/New_York:20100512T120000
DTSTAMP:20260424T135613
CREATED:20160406T182323Z
LAST-MODIFIED:20160823T173653Z
UID:1558-1273654800-1273665600@www.parentscouncil.org
SUMMARY:2010 Spring Representative Roundtable
DESCRIPTION:Program Summary \nThe Spring Rep Roundtable focused on briefing the parent reps about the high school Student Leader Breakfast and the Middle School Student Leader Forum. After an initial briefing reps broke into groups two groups\, one focused on high school and one on middle school issues. \nThe parent reps in the group focused on middle school issues continued to discuss the Middle School Student Leader Forum. They talked about the meeting of the middle school deans\, counselors\, and other school administrators who met concurrently with the students. Many of the issues raised by the students were also raised by the school leaders. The reps in the high school group shared strategies for addressing alcohol and drug prevention\, and how to best provide information to students. Both groups were reminded to use PCW as a sounding board to gather suggestions from how member schools address various issues. After the lively discussions\, reps met with their PCW Board liaisons to provide any feedback about PCW programs and to make sure that any transitions from current reps are made smoothly to reps for the 2010-2011 school year. Summaries of the high school and middle school programs are available here.
URL:https://www.parentscouncil.org/event/2010-pcw-spring-rep-roundtable/
LOCATION:National Presbyterian School\, 4121 Nebraska Avenue Northwest\, Washington\, DC \, 20016\, United States
CATEGORIES:Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20100420T090000
DTEND;TZID=America/New_York:20100420T120000
DTSTAMP:20260424T135613
CREATED:20160406T182323Z
LAST-MODIFIED:20160824T201023Z
UID:1557-1271754000-1271764800@www.parentscouncil.org
SUMMARY:2010 Deans' Luncheon
DESCRIPTION:Program Summary \nOn Tuesday\, April 20th\, 2010\, seventeen upper school deans from our member schools gathered at Landon School to discuss current topics. This meeting followed our student leader breakfast\, where selected high school leaders were invited to share their views and thoughts about a variety of issues they and their peers face every day. The deans were given a detailed anonymous transcript from the breakfast\, which allowed them to “hear” and respond to the concerns of their students. \nThe deans expressed their unanimous gratitude for the opportunity to meet. They were able to network and to discuss important topics to which they often respond independently. In addition\, they were able to share the differences in their school policies on topics such as discipline\, dances\, and drugs and alcohol. Deans said that this meeting was more valuable than most\, because they were able to talk freely and frankly about serious topics they encounter in their roles as dean of students.
URL:https://www.parentscouncil.org/event/2010-pcw-spring-deans-roundtable/
LOCATION:Landon School\, United States
CATEGORIES:Upper School Dean of Students Program
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20100414T090000
DTEND;TZID=America/New_York:20100414T113000
DTSTAMP:20260424T135613
CREATED:20160406T182323Z
LAST-MODIFIED:20160819T183611Z
UID:1556-1271235600-1271244600@www.parentscouncil.org
SUMMARY:2010 Middle School Student Leader Breakfast
DESCRIPTION:Program Summary\n\nThe Parents Council of Washington piloted the first ever Middle School Student Leader Breakfast at The Potomac School on April 14\, 2010. It was modeled after our extremely popular Student Leader Breakfast for high school student leaders. Forty-four students (7th graders) from twenty-two middle schools engaged in an active discussion of issues ranging from peers and cliques; self-confidence and appearance; teacher relationships; and matters surrounding Facebook\, texting\, and the Internet. Based on the students’ written evaluations\, they appreciated the opportunity to hear about the challenges facing other middle school students and to benefit from the advice of peers. Several commented that this made them aware that many students are facing similar issues.
URL:https://www.parentscouncil.org/event/2010-pcw-middle-school-student-leader-breakfast/
LOCATION:The Potomac School\, United States
CATEGORIES:Student Leader Breakfasts
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20100218T090000
DTEND;TZID=America/New_York:20100218T120000
DTSTAMP:20260424T135613
CREATED:20160406T182323Z
LAST-MODIFIED:20160823T165436Z
UID:1555-1266483600-1266494400@www.parentscouncil.org
SUMMARY:2010 Upper School Student Leader Breakfast
DESCRIPTION:Program Summary\nThe Parents Council of Washington hosted the Student Leader Breakfast on February 18\, 2010\, at the Georgetown Preparatory School. There were 53 high school juniors and seniors in attendance\, representing 26 independent schools. The students participated in an engaging discussion on several issues including school rivalry/school pride\, time management\, stress\, academic integrity\, and diversity. Though not all schools approach issues in the same way\, the students appreciated hearing the comments of their peers. There were several issues on which students widely agreed\, such as the level of stress that students experience. The majority of students in attendance found the Student Leader Breakfast an effective forum for discussing a variety of issues.
URL:https://www.parentscouncil.org/event/2010-pcw-high-school-student-leader-breakfast/
LOCATION:Georgetown Preparatory School\, 10900 Rockville Pike\, North Bethesda\, MD\, 20852\, United States
CATEGORIES:Student Leader Breakfasts
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20100120T090000
DTEND;TZID=America/New_York:20100120T120000
DTSTAMP:20260424T135613
CREATED:20160406T182323Z
LAST-MODIFIED:20180211T194820Z
UID:1554-1263978000-1263988800@www.parentscouncil.org
SUMMARY:2010 Best Practices Forum: Parent Networking: Ways Schools Provide for Parents to Participate\, Connect and Communicate
DESCRIPTION:Program Summary\nParent Networking: Ways Schools Provide for Parents to Participate\, Connect and Communicate\nWelcome by Kate Morin\, Head of Upper School at Stone Ridge \nWelcome and Calendar Review – Betsy Mandel\, President\, PCW \nPresentations and discussion of the ways that schools provide for parents to participate in their school communities and to connect and communicate with each other. \nNOTE: Please send an email request to ParentsCouncil@verizon.net for copies of parent networking practices from these PCW member schools: Fourth Presbyterian\, Gonzaga\, Holton-Arms\, National Cathedral\, Potomac\, Sidwell\, St. Andrews\, St. Stephen St. Agnes and Washington International School. \nPresentation: Cathy Horvath – National Cathedral School – Parent Peer Groups\nNCS has a committee called “school life” to enhance the life of students\, parents and faculty. Leaders are selected from a list of volunteers from the parent community or recommendations made by outgoing Peer Group leaders. There are two Parent Peer Leaders in each grade who organize grade level Parent Peer Meetings\, who serve on the “school life” committee. There are two or three meetings per grade per year. Topics include developmental and social issues. These meetings are meant to be a resource for parents and help to build community with the NCS parents. Sometimes the Parent Peer Meeting agenda compliments current curriculum or a larger school program. \nThese meetings have one of the following: \n  \n\nOutside speaker or a specialist from within the school faculty.\n\n  \n  \n\nGroup discussion with the parents on a specific topic which is facilitated by the Peer Group leader.\n\n  \n  \n\nProgram to compliment what is going on at the school.\n\n  \nThere is always someone from the school faculty/staff attending these meetings. NCS believes it shows “good faith” and that these meetings are a constructive venue. \nTimely Topics: Parent education speakers and events sponsored by the parent organization\, Barnesville Parent Connection\, (BPC) Example: Computer/Internet Safety in the Age of Facebook\, Twitter\, etc. \nFREE for Barnesville Parents and Open to the Public \nCost = $400.00 for 1 ½ – 2 hour presentation \nAttendance = 20-30 \nLooking Ahead: Parents of Middle School (5th – 8th grades) are invited to learn about opportunities and the processes involved in looking at schools for students beyond 8th grade. \nOpen Board Meetings: Held Bi-Annually.  Opportunity for all parents to learn about the Board of Trustees of the school – who they are\, what their responsibilities are\, what they are and are/not involved in\, etc… \nWelcome Coffees: Grab & Gab or Grab & Go – beginning of school year. \nNew Family Liaison: Connects current families with new incoming families based on grade\, gender and residential location. Idea is to facilitate a smooth transition for new family and provide a connection throughout the year. Generates “What to Expect” information sheets for new families. \nParent Socials: Held in the beginning of the year (prior to mid-November). Potluck cocktail/appetizer\, dinner\, dessert\, wine-tasting or combination thereof. \nOrganized by a volunteer host family per grade and usually held in their home prior to Thanksgiving. \nThis year only 1 social was held for Middle School parents to foster closer communication and school spirit – approximately 35 attended. Very well received. \nBack to School: Usually held on a Sunday afternoon in September \nAll families invited at minimal cost – $5.00 per adult. \nNo charge for children and faculty & staff \nBoard of Trustees volunteer to grill burgers/dogs. \nFun events for kids – face-painting\, tie dying\, hay rides\, moon bounces\, dunk tank\, educational farm animal presentation & more \nCost = $3\,000.00 \nVarious Newsletters: A weekly electronic newsletter\, BITS\, with updates from the BPC\, faculty\, staff and the Head of School. \n“What to Expect” information sheets for New Families \nRoom Parent Emails – notify parents of upcoming class parties\, field trips\, projects\, teacher related communications\, Mom’s Night Out\, etc… \nSchool Website – Grade specific newsletters are often generated by teachers on this website in addition to student schedules\, the school calendar\, the hot lunch schedule\, etc. \nFourth Presbyterian School\nContact: Barbara Murray (barbarabmurray@earthlink.net/301-320-4854) \nTitle: Collaborative Strategic Planning for Parents \nLogistics: Grade Level Parents/Room moms host parent coffees for their grades in their homes. Coffees can be held during the morning hours and/or at night (for working parents) in locations central to the school. Coffees should last no more than an hour and a half. \nProgram Description: The three questions recommended to use to generate discussion are below: \n1. What do you value most at our school? \n2. What topics and issues deserve attention at our school? \n3. What are the broad\, external trends and issues that may have an impact on the future of the school?Ground rules—no one is allowed to mention names of staff or teachers. Headmaster/School administrator should be there to facilitate questions and write answers on a flip chart.Effectiveness of Program: This is a great program\, as it allows issues and concerns to be presented in a healthy\, open manner\, thus diffusing gossip (which does not and cannot bring about healthy change) in a school community. School administrators can also use the information gathered at these coffees for the end of the year school-wide polling of parents (done on the Internet with software such as “Survey Monkey”). For the polling\, parents are asked to select their top three choices from the data compiled for each of these three questions (What do you value most\, topics and issues deserving attention\, trends and issues that may have an impact). The information can then be used by the school administration to address changes the following year\, and/or affirm core programs and selling points to the school community to reinforce school pride. \nGonzaga College High School\n19 Eye Street\, NW \nWashington\, DC 20001 \n202-336-7100 \nContacts: \nMothers Club President – Nancy Leach HYPERLINK “mailto:nmlgonzaga@starpower.net” nmlgonzaga@starpower.net \nFathers Club President – John Treseler HYPERLINK “mailto:jtreseler@grimberg.com” jtreseler@grimberg.com \nGonzaga is an all male four year college preparatory high school\, in the Jesuit tradition. We have a Mothers Club (GMC) and a Fathers Club (GFC)\, and both hold open meetings that include information dissemination\, event and committee reports\, speakers and opportunities for networking. Each organization includes a Moderator who is a member of the Gonzaga faculty or\, in the case of the Mothers Club\, the President of the school. While parents are encouraged to purchase a membership\, it is not required to participate in meetings or activities. \nThe Gonzaga Mothers Club (GMC) meets on the second Wednesday of each month in the school cafeteria at 7:00 pm from September through April. Each meeting is open to all mothers or female guardians of Gonzaga students\, regardless of whether they have a paid membership in the GMC. The meeting is preceded by a half hour of fellowship that includes light snacks and drinks\, provided by the GMC Hospitality Chairs. Meetings\, which are run by the President of the Mothers Club\, include a speaker on a current topic; reports on upcoming events and opportunities to get involved. The event is planned by the Mothers Club President and the Executive Board of the GMC. The monthly meeting is attended by approximately 100 moms and lasts about an hour and a half. \nThe Gonzaga Fathers Club (GFC) holds membership meetings every other month in the lower commons of the school that are attended by over 100 Dads. Meetings\, presided over by the President of the Fathers Club\, include “beer and brats” or “steak and ale” and are used to make announcements and to plan upcoming events that are sponsored by the Gonzaga Dads (Father-Son Service Projects\, Welcome Picnic\, Open House\, Gonzaga/Visitation Picnic\, Freshman Retreat\, Mother-Son Mass and Brunch\, Graduation\, to name a few). Fathers Club meetings are open to all Dads and male guardians regardless of whether they join the GFC. \nTogether\, the GMC and GFC hold two joint meetings – in the fall and in the spring. Each meeting includes a relevant speaker and a reception. These events\, when well publicized\, are well attended and provide parents an opportunity to socialize and network. \nIn addition to general meetings\, the GMC and the GFC each have numerous committees that carry out the planned activities of each organization. These committees provide the parents who participate opportunities to become more familiar with the school as well as with other parents. \nHolton-Arms School\nParent Networking \nHolton-Arms School (HAS) is an all-girls school for grades 3-12. We are organized into three divisions: Lower School (LS) – grades 3-6; Middle School (MS) – grades 7-8 and Upper School (US) – grades 9-12. \nThe Parent Association (PA) officers include one LS\, MS and US Division Rep who work closely with the Parent Association and the grade reps (each grade has 2-3 parent reps). Grade reps communicate news to their families via email and grade-specific bulletin boards on the website. \nParent networking occurs in a variety of informal and formal ways whenever parents come together be it at a grade-level event\, a fine or performing arts event\, an athletic event\, or a school-wide program. \nGrade Level Gatherings are organized as needed by the grade reps. There are usually a minimum of two coffees and one social gathering. \nCoffees are held in the morning at the school and can either be an informal gathering for parents to chat about issues of concern. Or\, the coffee may feature a speaker\, typically someone from the school who addresses issues pertinent to the grade. Examples of speakers are the school nurse\, the school counselor\, the division head\, or the class dean (in the case of the US). The grade reps facilitate these gatherings and coffee and bagels are provided. Attendance may vary based on the size of the class and the topic being addressed. Typically\, though\, these coffees are very well attended. \nParent socials are also held on campus and can either be dinners\, wine and cheese gatherings\, or some other event. Occasionally\, these social events may be held before a more formal program\, but the purpose of the event is to provide an opportunity for parents to get to know one another and socialize. Cost varies depending upon the type of event being sponsored. Attendance is usually better for those events that are held in conjunction with some other event (e.g.\, dinner followed by presentation about college planning)\, though typically at least 50% of the class parents attend. \nParents may also come together for curriculum-based events that require parent support and participation (these events usually occur in the LS and include Colonial Day\, New York trip\, and Greek Day). The number of parent volunteers needed is usually determined by the specific tasks that must be accomplished. The grader reps recruit the necessary volunteers. No cost is involved and the grade reps work with the classroom teachers to organize the parents. \nAll of the grade-level events are very effective at bringing people together and providing an opportunity to network\, to talk about common concerns\, to learn new information\, or to interact with fellow parents and school leaders. \nDivision Level Gatherings are organized by the grade reps\, the division rep\, or a PA committee chair. Division level gatherings can be social\, programmatic\, or educational. \nOne opportunity parents have to share concerns and ask questions about the school are provided by the Head of the School. The Head of the School hosts a “Let’s Talk with the Head\,” six times a year (three in the fall\, one LS\, one MS\, one US\, and three in the spring) in her office. Parents may drop in and ask questions or share concerns. Attendance at these “Let’s Talk” events is quite small\, but the Head is quite responsive to the dialogue and suggestions that occur in these gatherings. \nOne of the most popular division level gatherings is the Lower School Literature Fair. This event is held off-campus at a local bookstore. It brings together numerous LS parents\, both as volunteers for the event as well as attendees at the event. \nSome of the more popular division level events are Father/Daughter events. In the LS\, typical events are a ski trip (off-campus)\, a swim night (on-campus)\, and a field day (on-campus). In the MS\, the fathers make breakfast for the girls after the MS Lock-In. In the US\, there is a father/daughter senior dinner. All of these events are very well attended by fathers\, or by some other person close to the girls. \nThere may also be gatherings around topics of interest that feature either a faculty member or an outside speaker. These would be organized by either the division rep or by a committee chair and would be held on campus. Cost can be a factor if an outside speaker is featured. Refreshments would be kept to a minimum\, however. We have found that attendees are content if there is coffee\, tea and water and a few munchies. \nSchool Wide Events are organized by the PA or the school. School-wide programs are usually more social in nature and provide an opportunity for parents to come together around a fun activity. \nThe Holton Mosaic is the signature PA event that celebrates the diversity of the Holton community. Numerous parents volunteer to present food\, customs\, and information about different countries. It is held on campus. Families attend the event and enjoy sampling the food\, seeing friends\, and watching performances. It is very well attended. \nAutumnfest is another PA signature gathering that brings the entire Holton community (students\, parents\, and faculty/staff) together. The event focuses on “fun building\,” no fund raising\, and features food\, games\, and entertainment. \nThe Mentoring Program is sponsored by the Admissions Office and supported by the PA to welcome new families to the school. Incoming families are paired with current families who help welcome and orient them into the Holton community. \nHolton will host speakers on topics of interest to the whole school community. Attendance at these events varies depending upon the topic being addressed. Typically at these events\, no refreshments are served. \nSummary \nWhile Holton does not have a formal structure for holding parent forums\, the PA tries to provide a number of opportunities for parents to come together around issues of concern as well as for fun and relaxation. The PA has found this mix of opportunities to be effective in building a community that feels connected to each other as a grade and as a whole. \nNATIONAL CATHEDRAL SCHOOL\nAna Small and Beth Tomasello\, PCW Reps. \nAt NCS\, networking among parents is facilitated by the Parents Association on a grade-wide level and a school-wide level. The school administration also provides means of parent networking on a school-wide or division-wide level. \nPer grade \nPA Grade Reps organize informal grade-level events for parents to get together. \nExamples: \n\nPot-luck dinners (held off-site)\nBrown bag lunches (held on-site)\nParent cocktail parties (usually held off-site with parents providing food and drinks or a few families sponsoring the event)\nGrade Welcoming Committee chairs recruit and assign “buddy” families for new families and organize welcoming events such as pool parties or ice-cream socials for girls and parents during the summer (off-site; parent funded).\n\nPA has “School Life” Chair who coordinates Parent Peer Group chairs for each grade. Peer Group chairs organize grade-level Parent Peer Group meetings for parents to discuss topics of concern: \n\nRepresentative topics: “Facebook: Keeping your Daughter Safe\,” “Talking to your Daughter about Sex and Pregnancy Prevention\,” “Balancing School Work and Competitive Sports”\nParents may suggest topics for discussion; however Peer Group meetings are not forums for parent complaints\nMeetings held on campus 2-3 times per year\nSchool provides light refreshments.\n\nPA Grade level communications chair (usually PA Grade Representative) sends grade-wide e-mails to parents for PA or school-related announcements to get parents to come to networking events. \nExamples: \n\nMonthly grade-wide e-mail listing of upcoming events or meetings\nGrade-wide e-mails drafted by a parent announcing PA-sponsored events such as Peer group meetings\, parent activities or student activities\, Peer Group meetings\, Community Service opportunities\, International or Sports Committee events\nE-vites for cocktail parties or other grade-wide social events\n\nPA Grade Reps are responsible for getting information to parents\, reaching out to get class parents involved and recruiting volunteers—particularly those who have not been involved in the past—for PA-sponsored activities. \nSchool or Division-Wide Networking \nParent Networking Sponsored by the School Administration: \n\nThe NCS Administration sponsors several school-wide events that are designed as opportunities for parent information and networking:\nTwo lectures with outside speakers (one on an international topic) held in the evening at school and preceded by half an hour for refreshments and conversation among parents and faculty/administration.\n“State of the School” address by Head of School. Formal remarks by Head of School followed by Q&A. Preceded by half hour for coffee and mingling. Held at school immediately after morning drop-off.\n“Breakfast with the Governing Board” meeting between parents and governing board to discuss school policy questions\, and in particular\, tuition for following school year. Preceded by half hour for coffee and mingling. Held immediately after drop off.\n\nSeveral networking events are also organized by Division: \n\nCoffees with Head of School\, sponsored by PA. Done on divisional or other multiple grade level. Remarks by Head of School\, introduction of PA officers and initiatives\, Q&A. Preceded by half hour for coffee and mingling. Held immediately after drop-off.\nDivisional “Back to School” Nights. 2-3 hours in the Fall. Parents hear remarks by Division Head and visit daughter’s classrooms. Preceded by informal time for refreshment and conversation.\nCoffees with Division Head. Held at 8 am for one hour. Remarks by Division Head and Q&A.\nNCS Communications Director is responsible for the NCS web page and for all school-wide electronic communications. The NCS Web page has links to a Media Gallery\, Academics\, Sports\, Upcoming events\, Admissions\, Calendar\, and Student Life to keep parents informed of school-sponsored events.\nNCS Division Heads e-mail weekly Divisional Bulletins to parents to keep parents informed of networking opportunities. The Newsletters contain:\nLetter from the division head with general updates in their division\n“The Week Ahead” (with events scheduled for the next week)\n“From the School” listing upcoming events such as International week\, Athletic recruiting\, Junior college night\, Health and wellness forum\n“From the Parents Association” which includes items such as\, requests for Chaperones\, Pot luck dinners\, Father/daughter bowling\, Faculty Appreciation Breakfast\, Spring Benefit\, Book sales\, Sally Foster\, Mother/Daughter Book club\n\nSchool-Wide Parent Networking Sponsored by the Parents Association: \n\nTwo PA representatives and several administration and faculty members plan “Diversity Reading Groups” to read a pre-selected book and discuss diversity issues in the book and how they relate to school life.\nMeetings are for parents only\nAre held on-site\nRefreshments provided by the school\n\nPA International Committee sponsors a school-wide International Potluck Dinner for all parents. Held in the evening at the school. \nThe PA Welcoming Committee sponsors a Welcome Dinner in September for all new and some returning parents to provide a forum for new parents to learn about the school in a social setting. Held on campus; funded by PA. \nThe NCS PA does not have a school-wide newsletter. All communications for these activities are through the NCS website or school-wide or grade-wide e-mails. \nThe Potomac School\nParent Forums for K-12 \nParent Forum Co-Chairs: \nKim Weinberg 703-928-7979 \nLisa Roeder (703) 242-7826 \nLogistics: \n\n2 Forums per grade per year: late fall and spring\n(previously only 1 forum per year for grades K-3; 2009-10 is first year for 2 forums for Lower School. Feedback has been overwhelmingly in favor of this addition). Grade 12 has only one forum in the late fall.\nMeetings traditionally held off-site at a local church that is often used for Potomac meetings. 2009-10 – the Upper School is now on-campus. Mixed reviews- need to ensure privacy and that this is not school- administered (it is run by parents).\nMeetings for K-6 alternate Fall 7:30-9:30p.m. and Spring 8:30-10:30 a.m. to allow for more child care issues. Grades 7-12 are all in the evening. All sessions begin with 15 minute social and start promptly at quarter of the hour.\n\nAttendance varies: \n\nLower School average 20-30 parents\nMiddle School and Intermediate school varies per grade/issues/dynamics – 20-40 parents\nUpper School has highest attendance 30-50+ parents\n\nCost: minimal. Only water and snacks (pretzels) provided. Used to provide more\, but did not seem necessary. \nProgram Description: \nThe Parent Forum is an opportunity for grade-specific parents to come together to discuss issues\, concerns\, topics\, and questions that are relevant and age-appropriate for this population. Primarily this is a social interaction that equips parents with tools and ideas to better nurture their child(ren)’s growth and development. While this is intended to support adults in parenting their children\, forums are not tasked with finding and implementing solutions. Certainly parents may want to take action based on their findings\, yet it is not the responsibility of the forum to solve problems. \nTopics can be communicated before the forum meeting if parents choose to contact their facilitators ahead of time. Otherwise\, topics are typically generated at the beginning of the meeting via brainstorm discussion or more discreetly with index cards. \nTypical topics are: \nLower School: allowances\, bedtimes\, television and videogames\, computer and Internet use\, making new friends as the class expands\, sleepovers\, eating habits\, play dates\, etc. \nMiddle School: school transitions\, after school and weekend activities\, bedtimes\, home alone\, peer pressure\, curfews\, hygiene\, television and videogames\, Internet use\, cell phones\, time management\, sleepovers\, study habits\, etc. \nIntermediate School: school transitions\, boy/girl social activities\, home alone\, peer pressure\, curfews\, hygiene\, television and videogames\, Internet use\, cell phones\, time management\, sleepovers\, weekends\, etc. \nUpper School: dating\, drinking\, driving\, drugs\, curfews\, stress management\, relationships\, dancing styles\, Internet use\, social bullying\, cell phones/texting\, etc. \nGeneral Comments: \nThe Facilitators are trained and have a handbook for preparing and running effective forum meetings. They are to stress the importance of the ground rules at the beginning of each meeting\, which helps to ensure compliance to the forum guidelines in keeping conversations development-focused and away from academic or school-related issues. The Facilitators and the Forum Co-Chairs take an active role in promoting attendance by emails\, parent rep communication\, ‘bring-a-friend’ efforts\, and personal outreach. Because of the success of this program\, attendance has been increasing steadily. \nEffectiveness of Program: \nMany new enhancements have been made to the forum process. This has helped increase the success of the program as well as increase attendance. Key initiatives have been: \nMore communication: \n\nInvitations sent out by Evite to all parents of that grade\nRoom Parent Reps stressing importance of attendance\nE-bulletins\nBuddy system (bring-a-friend) efforts\nWord-of-mouth from past success\nAdministration support\nFacilitator Training Program and Facilitator Handbook\nTwo facilitators per grade- a parent of a boy and parent of a girl (from different home rooms for grades K-6).\nFacilitator evaluation feedback immediately following forum meeting\n\nSidwell Friends School\nSubmitted to the Parents Council of Washington\, January 2010 by: \nSusan Liu\, PCW Rep (susanoliu@comcast.net) \nLibby Graves\, PCW Rep (eageadah@yahoo.com) \nAmy Davies\, PA Co-President (armrdavies@starpower.net) \nSidwell Friends offers many opportunities for Parent Networking by promoting parent involvement. Parents are encouraged to volunteer for the Parents Association and for the Office of Institutional Advancement. Over 200 volunteers assume leadership positions on the SFS PA roster each year. Other opportunities for parent networking are available by attending meetings and events; new parents are especially encouraged to participate. SFS does not charge admission for activities (except for Prom and Fundraising Events for Student Scholarships). Instead\, families pay a per student PA fee with their tuition payment. All events take place on-site except for “friendly dozen” potlucks in the fall\, off-site community service programs\, and occasional gatherings. PA meetings\, events and activities are open to all parents. Length of meetings is generally 60 – 90 minutes. \nEvents for Parents / Parent Networking Opportunities: \n\nSpring Festival for all Lower School families\, including newly admitted families\, May (organized by PA)\nIce Cream Social for new Middle School families\, June (organized by PA)\nWelcome Breakfast or Welcome Tea for all 9th grade parents and new Upper School parents\, August (organized by School)\nWelcome gatherings for all new parents\, by division: LS\, MS\, US\, September (organized by PA)\nOrientation coffees for Lower and Middle School parents\, by division (organized by PA)\nBack-to-School family picnics for grades PK-8 and parent receptions for grades 9-12\, September (organized by grade reps)\n“Friendly Dozen” Parent Potlucks for grades PK-12: groups of 12 parents with children in the same grade gather for a shared meal in private homes in the fall (organized by grade reps and room parents)\nPA All School and division meetings are preceded with time for socializing and light refreshments or coffee\, usually 30 minutes. Parents are invited to contribute food potluck-style for specified PA meetings and events. (organized by PA)\nPA Standing Committee meetings and gatherings (Arts\, Athletics\, Community Health\, Community Service\, Diversity\, Parents of Black Students\, Parents of Latino Students\, Quaker Life)\, frequency of meetings varies by committee\, mornings and evenings (organized by PA)\nLS parents meetings with Principal\, twice per year\, grades PK – 2 and grades 3 – 4\, mornings (organized by School and PA)\nMS parents meeting with Principal\, Counselor\, and PA Community Health Initiative\, by grade\, evenings (organized by School and PA)\nMS parents meetings with Principal/Counselor\, twice per year\, grades 5 – 8\, by grade\, mornings (organized by School)\nUS 9th grade parents “Introduction to US Life” meetings with administrators\, monthly\, mornings (organized by School)\nUS parents meetings with Principal and Administrators\, three times per year\, grades 10 – 12 (organized by School)\nUS 12th grade parents meetings with college counselors\, mornings and evenings (organized by School)\nParent peer group meetings for grades PK – 12\, by grade\, two times per year\, evenings (organized by PA Community Health Initiative)\nQuaker Meeting For Worship; parents are invited weekly at LS and three times per year at MS and US\nCommunity Service draws parents together in classrooms\, at parent chaperoned service learning programs\, at service partner organizations\, at grade-wide pie and casserole bakes\, at Quaker work camps (e.g. home repair in underserved communities)\, etc.\nLS family events: Book Fair\, Swim Party\, Spring Festival (organized by PA)\nCurriculum-related events for families\, PK-6\, mornings and evenings (organized by School)\nEnd-of-year 12th grade events for families: community service day\, senior class Meeting for Worship\, celebration events for seniors and their parents (organized by PA)\nMS and US arts and athletics events\nHomecoming for entire School community\, October weekend (organized by School and PA)\n“ArtRageous” arts festival for entire School community\, January weekend (organized by PA)\nGuest lecture programs: Chinese Studies program\, Arts program\, etc. (organized by School)\nGuest speakers for parents\, evenings (organized by PA and School)\nFundraising Events for Student Scholarships: Next-to-New Sale\, Book Club\, Variety Show\, Tennis Round Robin\, Golf Tournament\, Auction (organized by SFS office of institutional advancement with parent support)\n\nSt. Andrew’s Episcopal School\nPotomac\, Maryland \nKristen Saada – Parent to Parent Chairperson \nPurpose of the Parent to Parent (P2P) Committee \n\nTo coordinate and supervise events that will build connections among parents within and across grades and campuses through coffees\, speakers and other activities.\nTo promote wellness among parents.\nTo provide outreach to new families.\nTo provide support to all school events that include parents by working to increase participation though phone calls and marketing.\n\nChairperson puts together a committee of parents (at least one rep per grade) interested in planning and promoting parent events. \nAt the start of the year each P2P representative receives a list of new parents in the grade. Each representative calls all new families to welcome them to St. Andrew’s and tells them about any upcoming events\, explains the morning exercise classes offered to parents\, volunteer opportunities and offers to answer any questions about the school. \nEach grade has a beginning of the year potluck dinner organized by room parents. The P2P representative then organizes at least one parent event per trimester for each grade and/or school (lower school\, intermediate & middle school and upper school). Events include coffee at school after drop off\, luncheons at parent home\, wine and cheese evening at parents home\, drop in event at school gate house for parents during school dances\, teens and technology speaker for middle school parents. \nMost events with the intent of parents socializing usually take place at a parent home with the exception of the lower school coffee and the evening get together while kids are at a school dance. Speaker events take place at school. \nVery important to find a class P2P rep that is in touch with the needs of the grade so that the appropriate gathering or speaker can be planned. Some grades may have more working parents then others so evening events will be more effective. \nChallenges have been making sure each grade has a representative since each grade also needs two room parents that coordinate some grade activities and are in charge of communicating important info to parents. \nP2P is also planning to use St. A’s Facebook page and Twitter to promote wellness to parents and to assist in communicating events. \nSt Stephens & St Agnes School (SSSAS)\nCarol Pratt – carol.pratt@bearingpointestate.com – 703 915-9468 \nSSSAS consists of three Divisions. The Lower School (LS) is Junior Kindergarten through 5th grade; Middle School (MS) is 6th through 8th grades; Upper School (US) is 9th through 12th grades. Each Division is located on a separate and distinct campus within Alexandria. Overall there are nearly 1200 students from just over 750 families. \nOur Parent Networking “program” is not a formal program\, per se. However\, an emphasis on providing opportunities for parents to interact at both the “division” level as well as the “all school” level to foster a school-wide sense of community. Our Fall and Spring Festivals\, as well as the annual Gala/Auction sponsored by the APT are amongst the most well-attended of the all-school events. \nDuring the past three years our school has shifted away from “paper” communications as much as possible. Parent representatives use intranet capabilities to send messages to specific committees or grade levels as much as possible. Volunteers are solicited via this means as well. Recognizing that some parents do not monitor e-mail daily\, however\, striking the right balance between paper and electronic communication is still a challenge. \nLower School specific: \n\nRoom parents in grades JK-5 act as the primary source of communication for parents in class\, plan class parties\, coordinate classroom volunteers\, coordinate chaperones for field trips\, etc.\nPopsicles in the Park – get-together for incoming JK/Kindergartners and their parents during the first week of school.\nParent Parties/Potluck Dinners – at least one grade level get-together at a parent’s home\, organized by a committee and usually scheduled in the fall at the start of the new school year.\nInformal grade-level get-togethers (held throughout the school year) such as book clubs\, walking groups\, lunches\, coffees\, etc.\nParent Networking Programs – informative programs for parents planned throughout the school year… “What’s New at the Lower School?”\, “Raising Saints Who Love To Serve\,” Managing Stress During The Holidays”\nAll LS parents are invited to attend Chapel on Tuesday mornings.\nParent coffees hosted by the LS Director/Head of School throughout the year.\n\nMiddle School specific: \n\nNo “room parents” for each class\, but rather have committee chairs that organize events for either a specific grade or for the whole MS. For communicating to MS parents\, one “Community Group Owner” is established for each of the three grades. The Community Group Owner uses the intranet to issue reminders of events in the weekly “Dispatch” newsletter such as sandwich-making or to issue invitations for grade-wide events.\nParent Parties/Potluck Dinners – at least one grade level get-together at a parent’s home\, organized by a committee and usually scheduled in the fall at the start of the new school year.\nInformal grade-level get-togethers (held throughout the school year) such as book clubs\, walking groups\, lunches\, coffees\, etc. Goal is one event/month\, but generally occur 6-8 weeks apart.\nAPT volunteer opportunities such as chaperoning a dance\, teacher appreciation days\, multicultural/diversity events\, community service\, etc.\n\nUpper School specific: \n\nVery similar to MS approach\, but no parents chaperone school dances (chaperones are school staff at the US.\nNetworking can be more challenging due to students focus on more sports and homework. Much of the networking is sport-centered.\n\nSchool-wide: \n\nAPT-sponsored social events such as Fall Festival during Homecoming\, Spring Festival\, Sleepy Thompson weekend-long tournament\, spring “Gala/Auction”\, Christmas decorating of the school\, “Sign-On parties” offered for sale at Gala for parents to get together.\nService-oriented – both APT and school sponsored with and without children\nSandwich making\, homeless shelter organizing\nAPT Committees\nMulticultural/Diversity – potluck dinners\, book discussions\, Chinese New Year celebrations\nSustainability – Events beginning to take more root amongst parents\nSchool-sponsored events such as Christmas concerts\, other performing arts concerts\, drama performances\, sports events\, etc.\n\nWashington International School – IB Program School\nBest practices meeting at Stoneridge School – Wednesday January 27th\, 2010 \nParent Networking \nWISPA (WIS parent association) president: Cecile Wilde – 703 790 8090 \nCecile@wildeclan.com \nAt WIS we have several ways to communicate information and connect with our parents families. \nAll the activities below are parent volunteers. Those volunteers are set in May of the previous year. \n• WISPA meeting: once a month 8:30 a.m. (1 hour)/ open to all / takes place on the Upper school campus (rooms are booked in May of the previous year). Food and drinks brought by WISPA president. President purchased this year a coffee machine with pods to facilitate all below mentioned meetings. \nAttended by president\, 3 representatives for each school. Treasurer\, secretary and Vice president (WISPA Board) – but a lot of parents attend. Grade coordinators and school coordinators also attend. Head of the whole school and guest speakers also attend. \nPresident meets with head of school ahead of time \nPresident organizes an agenda for the meeting with topics of discussions and invited guests from school faculty and staff. Discussions also take place about incoming events at the school and the events logistics. Discussions related to WISPA budget\, issues that have come up\, volunteer’s recruitment for events. \nParents also can contact the president of the PA with wider issues\, which are discussed with the Head at the meetings. \nMinutes of these meetings are sent to the Coordinators of our 3 campuses: Primary\, Middle and Upper who in turn sends it to the parents\, and reinforces the information through the class parents meetings (see below) – \nIf school wide information needs to be sent\, the President will take upon her/himself to do so\, either through email blasts or through and with the help of the office of communication at school and also through electronic newspaper @WIS \nWISPA will set up a group of parents for various committees to take charge of various events/or set up meeting with Peer group coordinators to reinforce the best practices. \nWISPA will also help the school identify parents to be part of committees to recruit new heads\, change policies in the school\, calendar etc… \n• Class parents meetings: Organized by the school coordinators (parents in charge of Upper\, Middle and primary school) They prepare their agenda. All parents are invited \nUpper and Middle school: Upper school campus – 8:30 a.m. (1 hour) room booked in May of the previous year. Well attended (20 to 30 parents) \nPrimary school meetings: Primary school campus – 12:15 p.m. (room booked ahead of time in May of the previous year) \nMeetings are once a month – one for Upper School\, one for Middle school and one for Primary school. Those meeting concentrate on the activities/issues/relevant information for that particular school – Head of that school is invited. The Information is distributed through the coordinators (each grade has a coordinator) and through the class parents to the community at large. The representatives from the WISPA board are present. It is for all parents – well attended (20 to 30 parents) \nEach school and/or grade coordinators has the task to reinforce important dates for events or other dates and important information through emails and have the tasks to inform WISPA president of any grade level issues or other problems which need the attention of the Heads of Schools. \nAll the minutes of the meetings are sent through emails\, and are posted on a Web page called Moodle. Accessible to all WIS families with a password. Each school\, primary\, middle and upper has a Moodle representative\, a parent in charge of putting all the minutes in the website. \nAll the above meetings have coffee and pastries provided by the coordinators. \nThis year the WISPA president has purchased an automated Coffee maker with coffee pods to facilitate the coordinators in their morning meetings. Costs of pastries are a donation from the Parents volunteering as President\, coordinators. \nFor each volunteering activity taking place at WIS\, the President of WISPA will write her thank you through an electronic information page\, called @WIS\, which is sent by the school\, by the communication office\, twice a month. To ensure that the WIS community at large is aware of what the parents are doing. \nWISPA also works closely with the school and organizes program presentations of the IB curriculum for the parents and for each grade at different times during the year. WISPA sponsored. \n•• Peer Group meetings: Upper and Middle school \nEach grade as one or two representatives for Peer group meetings. The meetings are organized by the representatives who work closely with grades coordinators to pass on information\, set up dates\, organized food donations and \nOrganized at someone’s home as a potluck: parents bring food and drinks \nOr if \nWISPA organizes a guest speaker – The guest speaker is paid by the parent’s associations. – food and drink is brought by parents. Often Peer group meetings with guest speakers takes place at school. \nThe topics of discussion are chosen ahead of time – it is never about school issues. \nThe representatives are the moderators of the meeting and keep the conversation on the chosen topics and make sure that the conversation stays away from gossip. \nPeer group meetings: Primary school \nThere is one parent in charge of Peer group coordination at the primary school\, and they organize potluck dinners with topic of discussion but also \nSaturday in the Park – to give an opportunity to have children play together while the parents get to know each other \nAt the Beginning of the school year WISPA has a training session for the Peer group coordinators. Very Effective. \nPLUS On that basis to know each other better\, we also have social events with no topics of discussions but to get to know each other\, and organized by grade at a parent’s home. The parents of the grade do donations of food\, drinks and home. \n••• Coffee mornings: organized by the Grade coordinators. To meet new parents and get new and past parents together – once a month or every couple of months. The set up of these depends on the availability of the grade coordinator. \nParents’ volunteers do donation of food. Takes place at school\, in the parent’s room\, coffee available through WISPA \n•••• Social events: \nWelcome Back Picnic: early September\, it is organized by the WISPA president and WISPA board. Paid by the Parent Association for the 3 schools – Food cooked by the Grill Team\, drinks provided by WISPA\, amusements\, games etc.. provided by WISPA – school wide event \nInternational Dinner: In November :organized by a parent volunteer who gets her/his committee together in September. International foods brought by parents. Wine\, drinks etc. paid by Parents Association – school wide event \nGala / Auction (March): organized by a parent volunteer who gets a committee together in September. Budget provided by Advancement office – school wide event \nBazaar: Mid to end of April – fund raising activity to help with a trip the 10th graders take in April or May \n2 parent volunteers are on the committee and organize the event. Many parents participate but it is mandatory for 10th grade parents and students. Crepes stand\, British tea (buffet)\, international foods\, games\, vendors etc. WISPA and advancement office sponsored. Parent’s contribution of food for food stands. \n 
URL:https://www.parentscouncil.org/event/2010-pcw-best-practices-parent-networking/
LOCATION:Stone Ridge School of the Sacred Heart\, 9101 Rockville Pike\, Bethesda\, MD\, 20814\, United States
CATEGORIES:Best Practices Forum
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20091118T090000
DTEND;TZID=America/New_York:20091118T120000
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160823T173651Z
UID:1546-1258534800-1258545600@www.parentscouncil.org
SUMMARY:2009 Fall Representative Roundtable
DESCRIPTION:Program Summary\n\nWelcome – Betsy Mandel\, President\nElizabeth Tonner – Program Overview\nThe Roundtable was a fluid and candid discussion amongst ourselves as parents as well as school representatives about issues and topics that follow. These are topics that School Reps have requested for discussion.\n\nMulti-Cultural Events\nIncreasing Volunteerism\nHoliday Gifts for Teachers and Administrators\nProms and After-Prom Parties\nMiddle-School Topics\n\nMULTICULTURAL EVENTS/PROGRAMS: Describe What Schools are doing \nNational Presbyterian School – The school hosts several Multicultural Dinners with the parents and students\, “family night”. This event is open to everyone in the school. They are catered dinners where they have had up to 300 attendees. These events are funded by the school and promoted by the Head of School. \nHolton Arms – The Mosaic Program. This is a very well attended event on a weeknight in January from 5:30 – 9 pm with food\, culture and costumes from many countries. Parents get together in groups to participate and families donate all the food. This event is sponsored and paid for by the PA and is a good example of “community building.” There is a “Showcase” with productions of dance\, costumes\, and music. The school has flags from all of the countries on display in the dining room. \nLandon – Taste of Landon- This event is held in the dining room on a weeknight. There are tables from many cultures and countries. It is a potluck format and very well attended. Kids love it. The best marketing tool for this event is to attend it and it speaks for itself. \nStone Ridge – Multicultural Festival – held on a Saturday in January or February from 11 am – 4 pm. It is held in the gyms. One gym has tables to hold food from other countries/cultures; one holds performances by the students that include singing\, dance\, and cooking demonstrations. \nNorwood – They have either a day event or an evening event. Last year there were 20 countries represented. They ask themselves if their PA is representative of their parent body. \nMaret – PA has a diversity committee and has a presence at every event held at the school. \nBullis – Global Village- this is an evening event held annually. Includes food\, dance\, traditional dress\, music from various countries and cultures. \nWashington Episcopal School/WES – They work different cultures into lessons. Have a “Tour de France” for lower school with croissants and discuss French culture. Middle School selects countries from an area like South America and plans a themed breakfast for their peers. WES also has a big “international potluck night” where people bring in dishes representative of their countries or cultures. \nMany agree that multiculturalism is something that also needs to be woven into the curriculum of the schools. It would be beneficial to “tap” into teachers to participate and work things into their lessons\, not just the foreign language teachers\, but history\, social studies\, etc. \nIt was suggested that parents go into their children’s classrooms and share their countries/culture/family traditions as this best captures the students’ interest. \nVOLUNTEERISM \nThere has been a decline in the number of volunteers. Try to have “in school” opportunities to see the kids in class environment. Lots of moms going back to work and are looking for other ways to volunteer – weekend events\, evening events\, one time slots i.e. stuffing envelopes\, decorating the “day of.” Keep it simple. \nSome schools are focusing on “participation” to make volunteering easier. It is easier for the parents to come in for an hour or two rather than chairing a large event like an auction. \nVolunteers who feel overwhelmed need to reach out to other parents/friends at the school. Sometimes all it takes is a phone call or email asking for help and people are usually very willing. \nIt is recommended to have a Chair and Co-Chair on every event so no one is doing it all alone. This also is a form of succession planning so the Co-Chair can learn the position and then take over the 2nd year. It is also recommended that schools do some evening meetings so working parents can attend easier. \nSchools should maintain a list of short-term volunteer opportunities as some parents can’t commit too far in advance\, but can help out at the last minute.. \nSchools should look at offering free babysitting during meetings or events so parents with small children are able to attend. \nDirectly calling new families and asking them to help with specific jobs is a great way to get new volunteers but also to make new families feel welcome and give them an opportunity to meet other parents. \nHOLIDAY GIFT GIVING \nSome schools anonymously collect donations to be pooled together then divided to purchase gift cards or write checks to the faculty and staff. Students are encouraged to bring in home made gifts and cards. \nOne school has an “End of the Year” gift that is given to all faculty and staff and the money comes out of the PA budget. In the past they have purchased fleece jackets with the school logos and thermal lunch boxes so it is equal for everyone. \nAnother school purchases a loaf of bread from a local bakery that is holiday wrapped and given to faculty and staff. This money comes from the PA budget. \nDIVISION SPECIFIC BREAK OUT SESSIONS \nUpper School Breakout Session \nAfter Prom Parties \nOne school provided mandatory bus transportation to the prom and to the after prom party and back to school’s parking lot. Anyone who wanted to attend the prom and the after prom had to take the bus. The kids brought a change of clothes for the after prom party. They had parents manning the parking lot to make sure that all kids were picked up. The bus ran from the after prom party to the parking lot every 15 minutes or so. Once kids left the after prom party they were not permitted to come back. Since this school has instituted this policy there have been no alcohol-related driving issues at the school associated with prom and after prom. This school said that they had a very high percentage of kids who attended the prom attending the after prom party due to this system. \n\nOne school had an issue with kids sneaking alcohol on the bus. They handled it by instituting a rule that anyone who brings alcohol on the bus is not permitted to go to the prom or the after prom party. Many schools encouraged all kids to come to the prom and after prom with their friends instead of coming with dates. \nA number of schools said that they encouraged students to stay at the after prom party by holding a raffle every 30 minutes or so with very desirable prizes and making a rule that you must be present to win the prizes. Many schools obtain these prizes through parent donations either of items or of money. Most schools seem to use freshman and/or sophomore parents to act as chaperones since the proms are for juniors and seniors and kids do not want their parents chaperoning the dances. Many schools make the rule that once you leave the after prom party you cannot come back. \nOn the issue of cost\, schools said that they raise money all year for the after prom party. Parents donate most items in the raffle. One school said that they always use the same theme for the after prom party as they use for the auction so that they can re-use decorations. Another school said that they eliminated the after prom party at the school because it was simply too expensive. Their parents were not supportive of a mandatory bus system nor a system where the kids are told they could not come back if they left the after prom party. \nOn the issue of parents hosting parties where alcohol was permitted\, one PCW rep said that their school has a rule that if a parent hosts such a party and the police come or violence results\, the child of those parents is automatically suspended for some period of time and colleges are notified of that suspension. \nA number of schools hold mandatory alcohol programs for students and one of their parents just prior to homecoming or their big school dance. They invite representatives of the police department of the county in which the school is located to speak to everyone about these penalties. \nOne school has a program\, beginning in 10th grade\, and another\, which begins in 8th grade\, where all students and one of their parents must attend which involves a series of events. There generally is a speaker who speaks about alcohol abuse. This can include a nurse in an emergency room who tells the kids about horror stories that she has observed. Then the parents and the kids are placed around tables and each parent is at a different table than their child. They engage in a series of dialogues at each table about different scenarios including things like: a child is at a party and is not drinking and is asked to bring 3 drunk friends home; a child arrives at a party and alcohol is present and doesn’t know what to do. Parents like this program because it combines factual information from a speaker with dialogue with kids. \nOne school sends out a letter to parents every summer asking them to sign a pledge not to serve alcohol in their homes to minors and to confiscate such alcohol if a child brings it into their home. They then place an asterisk in the school directory next to the name of every parent who agreed to this pledge. \nThe discussion then turned to strategies to use to raise kids who don’t drink. One person said that the number one reason that kids don’t drink is that they don’t want to disappoint their parents. One of the parents said that they have managed to raise kids who don’t drink by not drinking in front of their kids and by never communicating the message that “I assume you will drink” but rather by communicating the message that “we don’t drink.” The importance of having a peer group of kids who also don’t drink was also stressed. Lastly\, parents said that they give their child an exit strategy by agreeing on code words for their child to use if they want to get out of a situation in which drinking is occurring and letting them know they will pick them up anytime with no questions asked. \nMIDDLE SCHOOL BREAKOUT SESSION \nA number of topics and questions were raised. \n\nSocially\, what is going on? Are Middle School kids “dating” or “going out”?\nMiddle schoolers are using Facebook more\, and there is a lot of texting going on.\nBullying – seems to be worse with all this technology. What are the schools doing to discipline what happens on line?\n\nWhen is it the Parents job and when the Schools? \nSome responses include: \n\nParents need to parent\, not rely on schools to parent too. For example\, Parents need to walk kids to the door at parties. They need to call ahead to the houses where the kids are going. Many schools say students need to abide by their Code of Conduct 24/7 – in and out of school.\nParents at smaller schools feel that many of these issues are easier to manage in a smaller environment where all the parents know each other and talk often.\nMany schools have Parent Peer Group meetings. They feel these are very effective and informative. These are all held at school and are for discussion of social-type issues not school/academic/faculty issues. Parents are able to discuss whether or not “everyone is doing it”. This helps to “build community” at the school as parents coming together to share mutual concerns/issues involving their children. Some schools have an anonymous report back to their division heads on any issues that may need action.\nSome schools are teaching “Conflict Resolution” in the Lower Schools. They feel this is a great start on teaching kids how to resolve things\, respect others\, and treat others as you would like to be treated.\n\nLOWER SCHOOL BREAKOUT SESSION \nEmailing\, texting\, and cell phone use has greatly increased at the lower school level. Many schools have guidelines and do not allow cell phones for lower school kids. There is a huge range on the usage from kid to kid. It is up to the parents to instill their own rules at home. Starting these rules is easier in lower school before it is a bigger issue. \nHomework varies greatly by school\, by teacher\, and by grade. It would be more appropriate to have the same grade within a school have roughly the same amount of homework.
URL:https://www.parentscouncil.org/event/2009-pcw-fall-rep-roundtable/
LOCATION:The Langley School\, 1411 Balls Hill Road\, McLean\, VA\, 22101\, United States
CATEGORIES:Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20091113T190000
DTEND;TZID=America/New_York:20091113T210000
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160819T203054Z
UID:1545-1258138800-1258146000@www.parentscouncil.org
SUMMARY:2009 Fall Speaker: Robin G. Sawyer
DESCRIPTION:Program Summary \nDr. Robin G. Sawyer\, Teens & Us:  Human Sexuality and Adolescent Health\nTeens & Us – We are in this together!\nRobin G. Sawyer\, Ph.D.\nUniversity of Maryland School of Public Health\nDr. Sawyer teaches courses in human sexuality and adolescent health and is the author of the book Beyond the Birds and the Bees – How parents can discuss sexuality with their children. Dr. Sawyer is the father of four girls. These notes reflect the views of Dr. Sawyer\, not necessarily the PCW.\nIntroduction: Growing Up Today\nTrends in Teen Sexuality\nSexuality Education Myths\nParents Can Make a Difference \nIntroduction: Growing up Today\nWe are not living in the same world as our children – Kids are growing up in a hyper sexualized world. The 60s were nothing compared to today. We have the Internet\, cable television\, explicit lyrics in music\, etc. Some influences you may not think about include: \nAdvertising to Teens – Abercrombie & Fitch – they are selling sex and these types of ads have become the norm for teenagers today.\nED Advertising (Erectile Dysfunction) is all over the television.\nEmergency Contraception OTC – morning after pills are now available.\nThe Internet\nFacebook – what is it about this culture/generation that wants to share everything with everyone?\nCable TV – the range of the programs offered today exceed anything available 20 years ago.\nMusic – very sexually explicit lyrics.\nVaccine against cervical cancer – gardisil/cervarix – do you or don’t you have your daughter vaccinated? Some parents worry this might promote sexual activity.\nSex & Technology\nCellphones and texting have changed everything in the dating world for kids and adults as well. \n• 37% of girls and 60% of boys report sending sexually detailed texts.\n• 22% of teen girls and 18% of teen boys have sent nude or semi-nude pictures of themselves. \nThere is nothing in the world you can do to prevent your children from having sex. You can delay it so take a practical approach and let yourself off the hook.\nTeen Sexuality –What’s Going On\nTalking – Hanging Out – Hooking Up\nWhat do these terms mean? Some of these terms have various meanings.\nThis generation doesn’t really date anymore they just hangout or hookup. This new vocabulary makes having sex seem like a less extreme option.\nSay What? That’s Not Sex?\nThis generation has redefined what sex is. 100% of college students polled said that “oral sex” isn’t sex. Perhaps this makes them feel better about sexual activity they know is not acceptable. \nParent/Child Disconnect?\n• 83% of parents believed their teen had not engaged in sexual activity beyond kissing….but 27% of teens reported “having been more intimate with someone\,” and 21% reported having “touched someone’s genitals or private parts.”\n• 47% of parents strongly or somewhat strongly agreed with the statement “for teens oral sex is not as big a deal as sexual intercourse\,” compared with 75% of teens.\n• While 42% of parents reported talking about sexuality “very often” with their teens\, only 11% of teens agreed that these conversations took place “very often.” \nTrends in Teen Sexual Behavior\n10-year decline in teen intercourse between 2001-2007 has leveled off \n• Condom use is decreasing.\n• From 2005 – 2007 – increase in: teens having sex before 13\, and percentage of teens reporting 4 or more partners.\n• 6 in 10 girls and 5 in 10 boys\, by their 18th birthday\, have had intercourse.\n• 750\,000 teen pregnancies each year in the U.S.\n• 1 in 4 teens have sexually transmitted infections. \nSexual Intercourse \n1 in 5 teens have had sex by age 15\nBy 12th grade 69% report having sex\nBy 11th grade 63% report having sex\nBy 10th grade 44% report having sex\nBy 9th grade 38% report having sex \nContraception Use\nOf those teens reporting having sexual intercourse the number that used contraception? \n36% every time\n6% almost every time\n8% most of the time\n7% only sometimes\n1% hardly ever\n40% NEVER \nOral Sex \nEver had oral sex to avoid having sexual intercourse\nYES – 40%\nNO – 60% \nTeens who have more unsupervised hours report greater sexual activity \n56% last had sex on a weekday\n18% had sex before 3 pm\n17% between the hours of 3 – 6 pm – parents at work\n75% males and 87% females last had sex in their own or parents’ home\nStatistics show that young women who engage in sports have lower rates of teen pregnancy. \nSexuality Education Myths \nWhat they don’t know\n• Sex leads to pregnancy\n• Implications of unprotected sex\n• Signs and timing of pregnancy\n• Information about emergency contraception\nParents CAN make a difference \n• Most teens say parents influence their decisions about sex more than their peers – they DO hear you!\n• Most parents believe teen’s friends are the biggest influence\n• 59% of Teens said their parents are their role models for “healthy relationships”\n• 88% of teens say postponing sexual activity is easier if they have open\, honest conversations with their parents\n• Nearly 1 in 4 teens have never discussed sex\, contraception\, or pregnancy with their parents\n• “Don’t ask if you can’t deal with the response” – parents need to have a good connection with their kids \nWhy teens don’t talk to their parents about sex? \n• Teens worry about their parent’s reaction\n• Teens worry parents think they are having sex even if they are just asking some questions\n• Embarrassment\n• Believe that parents won’t understand \nCommunication/Door Slammers \n“You are too young”\n“Where did you hear that?”\n“If you say that word again…”\n“None of your business”\n“I don’t care what your friends are doing” \nDoor Openers \n“Good Question”\n“What do you think?”\n“I don’t know but I will find out”\n“I’m so glad you told me about that”\n“Tell me what you think that word means”\n“I am trying to understand what you are feeling” \nMajor Protective Factors \nNot dating someone much older/younger\nNo steady relationships\nHaving open communication with parents\nReceiving meaningful sexual education\nActive in sports/activities\nNot perceiving majority of peers is sexually active\nZero or minimal use of alcohol and/or other drugs \n10 Tips for Parents \n1. Be clear about your own sexual values\n2. Talk with children early and often about sex\n3. Supervise and monitor children and teens – do you know where they are?\n4. Know your kid’s friends and their families\n5. Discourage early\, frequent\, and steady dating\n6. Discourage your child dating someone older\n7. Focus on an option that is more attractive than parenthood\n8. Let kids know that you value education\n9. Know what kids are listening to\, reading and watching\n10. Involve your children in your activities
URL:https://www.parentscouncil.org/event/2009-pcw-fall-speaker-robin-g-sawyer/
LOCATION:National Cathedral School\, United States
CATEGORIES:Speaker Series
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20091021T090000
DTEND;TZID=America/New_York:20091021T110000
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160823T175751Z
UID:1548-1256115600-1256122800@www.parentscouncil.org
SUMMARY:2009 PA Presidents' Forum
DESCRIPTION:Program Summary\n\nThe Parents Council of Washington hosted a Coffee and Discussion on Wednesday\, October 21\, 2009 for the Parents Association Presidents of all of the member schools. More than thirty PA Presidents met at Georgetown Visitation and participated in an open forum discussion of various issues\, including volunteerism\, budgeting and fundraising\, and school communications. Each attendee was given a packet with details on upcoming Parents Council of Washington programs as well as a complete listing of all of the Parents Association Presidents and their contact information for future reference.\n\n\nThe Parents Association Presidents first spoke of how to recruit volunteers for various school projects and events. Of special interest is how to effectively reach out to new families to encourage them to participate in Parents Association programs. Often there is a core group of parents who frequently volunteer\, and the challenge is how to recruit a larger and more diverse group of parent volunteers. Many recommendations were discussed\, including: \n\nSend out letters via email and US mail to new families in the spring and summer to invite them to participate in PA programs.\nSend a summer mailing of volunteer opportunities to all families requesting volunteers.\nMaintain a listing of all Parents Association Committees and activities on the school website along with descriptions to encourage parents to volunteer online.\nHost a PA volunteer table at school Orientation and Open House events.\nAssign mentor families to welcome new families and to encourage them to volunteer in activities of interest to them.\nWork with the school administration\, development staff and teachers to identify families with special interests and/or talents that could be helpful to the Parents Association. Follow-up with the Admission Office to further identify prospective parent volunteers.\nCreate volunteer opportunities that allow parents to share responsibilities and chairmanships\, rather than assuming them individually. Offer volunteer slots with limited time commitments to allow parents to help when possible.\nRemember to thank parent volunteers and committee chairs for their participation and leadership. Recognize volunteers in school publications when possible. Send personal notes to parents to thank them for their service to the school.\n\nThe discussion among the Parents Association Presidents continued on the topic of effective PA communications. Most schools rely primarily on email and online communications to reach out to parents. Parents Association Presidents spoke of using “push pages” and even yahoo groups to share information with parents on various activities. Yet\, some PA Presidents reminded others that personal phone calls can create a spirit of inclusiveness within the parent body of a school. \nPA Presidents talked about successful approaches for encouraging active involvement by a wider range of parents within the school community. Parents Associations have hosted Welcome Back Picnics\, International Nights and International Bazaars. Often these events are attended by parents who do not traditionally attend PA activities. They also spoke of the need to reach out to fathers and create volunteer and leadership opportunities for them. Some Parents Associations have hosted PA Meetings in the evenings\, in an effort to make it easier for all working parents to attend. Several schools provide babysitting for parents of young children. \nBudgeting and financial issues given these economic times were timely topics for the Parents Association Presidents. Most Parents Associations assess membership dues as a line item on the tuition bill. These dues are generally optional and are on a per family basis. Some Parents Association Presidents contact families who have not sent in their dues payments to encourage them to contribute. In most cases\, these dues are separate from individual class fund donations\, which are used for student based activities such as class parties. Parents Association Presidents try to inform parents of the important funding allocations for their annual dues. Some Presidents consult with the School Heads in developing PA budgets\, while others are more autonomous.\nAnother important issue facing Parents Association Presidents is the role of their organizations in the fundraising efforts of the school. Some Parents Associations do not actively participate in fundraising programs\, while others rely heavily on them as a source of income. This is especially important to those Parents Associations which purchase capital items for their schools. Some PA Presidents spoke of the need for “friendraising” rather than “fundraising” and as a result are not involved in soliciting parents for financial contributions to the school. Others spoke of “gift wrap sales fatigue” and the concern that some parents do not wish to be “nickled and dimed” by their school’s Parents Association. However\, many Parent Association Presidents were very interested in the current “grocery store” programs\, which allow schools to receive significant financial rewards for purchases by parents and friends of their school. \nIn closing\, the Parents Association Presidents found the open forum discussion of these many important issues helpful as they continue to plan programs for the 2009-2010 school year. They were encouraged to network with one another throughout the school year for additional information on relevant topics. The Parents Council of Washington will host another Parents Association Presidents Coffee and Open Discussion next spring for both outgoing and incoming PA Presidents.
URL:https://www.parentscouncil.org/event/2009-pcw-parents-association-presidents-coffee-and-discussion/
LOCATION:Georgetown Visitation Preparatory School\, 1524 Thirty-fifth Street NW\, Washington\, DC\, DC\, 20007\, United States
CATEGORIES:Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20090930T090000
DTEND;TZID=America/New_York:20090930T120000
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160823T175208Z
UID:1547-1254301200-1254312000@www.parentscouncil.org
SUMMARY:2009 Orientation: featuring Michelle Kriebel on Our Children and Peer Pressure
DESCRIPTION:Program Summary \nThe first Parents Council of Washington (PCW) meeting of the 2009/2010 school year was held at the Holton-Arms School on Wednesday\, September 30th from 9am-12pm.\n\nThe meeting was an opportunity for the PCW board and each member school’s representatives to go over the program calendar for the year and review the duties of a PCW representative: To Give\, To Receive and To Share Information back to your school. \nThere will be 10 programs this year hosted by the PCW (up from 7 last year) including the upcoming PA Presidents’ Networking Coffee\, Dean’s Round Table Lunch\, Student Leader Breakfast\, and a Speaker Program which will be held November 12\, at 7pm at NCS’s Hearst Hall. Dr Robyn Sawyer\, author of the book SEXPERIENCE\, and professor at the University of Maryland\, will speak on Beyond the Birds and the Bees. \nThe meeting began with introductions\, a general calendar and website overview\, and ended with smaller group discussions aimed at encouraging the member schools to let the PCW board know how it can be most useful. \nThe second portion of the meeting was a lively and informative talk given by Michelle Kriebel\, counselor and educator\, entitled\n“But Everyone Else Is!” … Our Children and Peer Pressure: Why adolescents are susceptible to peer pressure and strategies to help. \nThe following summarizes her presentation: \nIntroduction\nA lot of the behaviors we see in our children today are age and developmentally appropriate. In the adolescent brain\, the area that causes children to want to take risks\, feel strong emotions\, and live in the here and now\, develops earlier than the area that has control over executive functions\, judgment\, long range thinking\, and decision-making ability. As a parent\, It is important to remember what it was like to want to be part of the group. Children today have the same kind of issues we had\, but are facing them at a much younger age. \nMichelle took the phrase below to explain how our children perceive themselves in relation to their peers:\nBUT…\n EVERYONE\n ELSE\n IS \nEVERYONE – “everyone” is the group that really matters to adolescents the group that they want to measure themselves against. In the middle and high school years\, biological changes cause children to feel things at a totally different level. They begin to use words like never\, always\, everyone\, etc. Girls seem to put a language to these feelings more than boys. \nIS –the “is world” is their immediate and only concern—living in the moment and not thinking about any consequences of their actions or choices. This is the reason why good kids sometimes do stupid things. Academic intelligence doesn’t equal emotional intelligence. Teens need boundaries because they need help with decision-making. Their still developing brain tells them to seek thrills and isn’t yet developed enough to help them see consequences. We need to love our children unconditionally\, not trust them unconditionally. \nELSE – this is the comparison children make of themselves to other children. This is the time in life when fitting in becomes paramount. Parents need to be aware of who their children’s ELSE is. For example\, who are they dressing like? Even in schools with uniforms these groups are able to identify themselves with their “own uniforms.” It is totally natural and normal for your child not to want to stick out and to want to be part of the group.\nBecause of technology kids have much greater access to the media than we ever had\, and can define their “peers” in a much wider group. “EVERYONE” could be someone like Brittany Spears or Lindsay Lohan so it is important to be aware of these influences on your child as well as immediate school peers. \nBUT – If the conversation with your child starts with her saying\, “But…\,” that’s good news for you as a parent. “But” means that what she is asking is outside of what he or she understands to be the family standard. For example\, “But\, everyone will be at the party\,” or “But\, everyone will be going.” If the conversation starts with “but\,” your child knows he or she is asking for something that strays from your family values. That is why it is important that you talk to your children about your family values and what is acceptable. \n“BUT EVERYONE ELSE IS“ – this is a reminder to have conversations with your children about all of these things. Remember\, it is generally best not to “pounce on them as soon as they get in the car after school“ as they are exhausted by the EVERYONE\, ELSE\, and IS that they experience each day at school. This can be emotionally overwhelming for them. \nStrategies to Help \n\nAt the end of the day\, let your child lead the conversation about what happened during the day. Avoid asking specific questions and putting your child on the defensive. Try to be patient and let them guide the conversation.\nIf your child comes to you with a question or concern or request\, be sure to validate what they are feeling. Then\, together talk about what the choices/options are. It is important to allow our children to develop their own voice.\nAs parents\, we need to allow our children to experience disappointment so that they can develop resiliency. Our children need to learn how to cope with\, and move on from\, disappointment\nWe need to spend quantity time with our children\, not just quality time\, so that when our children are ready to talk\, we are around to listen.\nFamily traditions and routines are very important to maintain. Kids need to be connected to their childhood more than ever at this time of heightened peer pressure.\nHelp your children identify other adult mentors in their lives—a coach\, teacher\, relative\, neighbor\, religious person—that they can talk to and who will support them. Another adult can say the same thing that the parent can say\, but the child may be better able to “hear” the message.\nParents need to remember that until the adolescent brain has finished developing (in the mid-twenties) that academic intelligence cannot be equated with social intelligence. Just because your child is smart and a good kid\, it does not mean that he or she is ready to take on adult situations. As parents\, we need to set appropriate boundaries and make sure our kids are in developmentally appropriate situations.\nService to others is a great way for children to get perspective.\nChildren need to find a passion that is all their own.\nAs parents\, we need to make sure that there is a period of time every day when our children disconnect from all technology.\nAs parents\, we must model appropriate behaviors—we must model what we want our children to do.\nParents must network with one another and connect with one another.
URL:https://www.parentscouncil.org/event/2009-pcw-orientationfall-kickoff-speaker-michelle-kriebel/
LOCATION:The Holton-Arms School\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20090505
DTEND;VALUE=DATE:20090506
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160825T182512Z
UID:1551-1241481600-1241567999@www.parentscouncil.org
SUMMARY:2008-2009 PA Presidents Forum
DESCRIPTION:Program Summary\n\nLee Arrowood\, Outgoing President of St. Patrick’s Parents Association\, opened the program with a short talk about the challenges facing Parent Association Presidents and some suggestions.\nHighlights included:\nObtaining buy-in from your community: \n\nSpend first month or six weeks of your term listening in meetings with key people at your school: outgoing PA President; outgoing members of Executive Committee; key volunteers\, administrators and parents.\nLook for themes in what people are telling you\nCreate a strategy for your term: develop 5 things that you want to accomplish during your tenure. Examples: improved website; better communication; more diverse volunteer participation\nMake all items actionable\, with objective way to measure success\n\nManaging Through Current Economy: \n\nLook for novel fund-raising ideas\nLeverage outside resources: use PCW speakers and calendar\, as well as events at other schools\n\nDeveloping Talent For the Future \n\nCompile a list of people to watch the following year\nKeep a spreadsheet of who was asked for what job and why they declined\nOffer secondary roles to people you are grooming for leadership\n\nHousekeeping \n\nMake sure by-laws\, job descriptions and voting procedures are up to date\nUse technology for school-wide volunteer recruitment\nKeep good records of what was done in each position to avoid re-inventing the wheel each year\n\nFollowing Lee’s talk\, the group had a wide-ranging open forum discussion. Issues raised included: \n\nCommunication\nVolunteerism – breaking jobs into manageable bite sized pieces\nFundraising – particularly in this economy\nPolicy-making\nBudgeting\nRelationship with Head of School\nDiversity in volunteer group\nParents’ reluctance to attend meetings\nWelcoming new families\nAppropriate role of parent business community for networking\nLosing volunteers to workforce due to economic downturn\nParent education efforts\nTime management for parents\nDocumentation for future volunteers\nInput from students\nInstitutional tools – software to manage volunteers\n\nDiscussion of Issue of Volunteerism: \n\nBreak down jobs into manageable sizes\, so working parents can participate\nCut back programs to those that parents really care about to encourage attendance and deal with time management concerns\nVary meeting times to capture different audiences\nUse technology instead of meetings to alleviate time management issues; for instance\, post videos of speakers on website\nUse volunteer software: PTO Manager is a good one – it is inexpensive and permits people to volunteer on-line\nCreate notebooks for each job and capture them electronically\nSuccession planning: have someone you’re grooming shadow the person in job\n\nDiscussion of Fundraising: \n\nMost PAs receive funds from mandatory dues; some are voluntary\nDues ranged from $25 -$150\nNew ideas for fund-raising instead of auctions\n\nDiscussion of Expanding Diversity of Volunteer Pool: \n\nHold meetings at different times\nRemind parents in every e-mail that they are welcome to attend all meetings\nAssign people at meetings to welcome new people\nBring a guest speaker to meetings as a hook to get people to attend PA meetings\nPersonally invite new people to meeting; let old people know that it is their job to bring in new people; mandate that every Executive Committee\nmember bring someone new to each open meeting\nHold meetings on campus instead of in someone’s home\nThank people for helping\nWear name tags on campus that include job titles and committee names\nBe open to new ideas\nUse personal e-mails and personal phone calls
URL:https://www.parentscouncil.org/event/2009-pcw-pa-presidents-forum/
LOCATION:National Cathedral School\, United States
CATEGORIES:Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20090430
DTEND;VALUE=DATE:20090501
DTSTAMP:20260424T135613
CREATED:20160406T182323Z
LAST-MODIFIED:20160823T174115Z
UID:1552-1241049600-1241135999@www.parentscouncil.org
SUMMARY:2009 Spring Representative Roundtable
DESCRIPTION:Program Summary\n\nThe Parents Council welcomed outgoing representatives from member schools to a Thank You Coffee and information session about the results from the Student Leadership Breakfast and the Dean’s Luncheon (See summaries of the events for results.)\nThis resulted in a lively discussion among the reps on the subjects most talked about at the two gatherings – camera phones and academic integrity.Some selections from the conversation: \n\nKids think Facebook insures privacy and don’t realize it doesn’t;\nCan a data block be used on a phone to prevent the sending of photographs and to help in blocking “sexting?”;\nKids use their phones at all hours of the night;\nKids don’t realize that sending suggestive photographs by text or email can result in “distribution of pornography” charges.\n\nThe question of how people teach their children about the use of technology was answered in a number of ways: \n\nGrant privileges when you think you child is ready to handle them;\nHave a conversation about values;\nFathers have a strong influence on the way young girls view relationships;\nYou need to keep talking with your children and make sure they are aware of the consequences of their actions;\nDon’t rely on technology to stop kids from sending photographs – this has to be done through education and conversation about basic values and the potential consequences of their actions.\n\nOn the subject of academic integrity\, and especially how it relates to technology\, these were among the points of conversation: \n\nLower the pressure on students so they don’t feel they have to cheat to succeed;\nStudents can use camera phones to text questions and answers;\nParents and teachers are behind in the technology and so they are not even aware of the kinds of tools students have at their disposal.
URL:https://www.parentscouncil.org/event/2009-pcw-rep-thank-you-coffee-and-session/
LOCATION:The Langley School\, 1411 Balls Hill Road\, McLean\, VA\, 22101\, United States
CATEGORIES:Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20090421
DTEND;VALUE=DATE:20090422
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160822T193226Z
UID:1549-1240272000-1240358399@www.parentscouncil.org
SUMMARY:2009 Deans' Luncheon
DESCRIPTION:Program Summary\n\nSeventeen high school Deans of Students from PCW member schools in Maryland\, Virginia and Washington\, D.C. gathered for our second annual Deans Lunch to discuss the concerns raised by the students at our Student Leader Breakfast. The issues associated with new technology generated much discussion. The deans had a lively exchange of ideas and seemed to appreciate the opportunity to compare various approaches of dealing with issues common to all the schools. We received a very enthusiastic response to the program\, including many requests that the PCW hold a deans’ program in the fall as well as in the spring.
URL:https://www.parentscouncil.org/event/2009-pcw-deans-lunch/
LOCATION:The Holton-Arms School\, United States
CATEGORIES:Upper School Dean of Students Program
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20090305
DTEND;VALUE=DATE:20090306
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20180211T194852Z
UID:1543-1236211200-1236297599@www.parentscouncil.org
SUMMARY:2009 Best Practices Forum: Students and Stress: Causes and Solutions
DESCRIPTION:Program Summary \n“Students and Stress: Causes and Solutions”\nOver forty Representatives from 23 member schools attended the PCW’s annual Best Practices program last month. The topic was “Students and Stress.” Three school counselors representing lower\, middle and upper school gave presentations on identifying and alleviating stress at the various grade levels. \nMary Power\, the lower and middle school counselor at Stone Ridge\, described the sources and symptoms of stress in the lower school child\, who cannot see the “big picture” and does not have the ability to problem solve on his/her own. Schools can help by teaching lower school students to manage their friendships\, conflicts and emotions\, and providing play and art materials and opportunities for plenty of physical activity. Specific teaching goals include relaxation techniques\, positive self talk and problem solving. Guidance counselors should educate faculty to spot changes in students’ behavior or habits that might indicate stress\, i.e. headaches\, stomachaches\, aggression\, irritability\, sad or withdrawn affect. According to Mary\, good schools react quickly when stress surfaces in a student\, and serve as a resource for parents and outside professionals to teach the child how to manage stress. \nWeezie Parry\, the grade 4/5 counselor at the Potomac School\, talked about the science of stress. Studies show that over time\, unrelieved stress causes the memory center of the brain to shrink. She quoted one stress expert as saying\, “Stress makes us stupid – it hijacks the brain.” A stressed student uses only 20% of his/her brain capacity\, which means that our students are doing more but accomplishing less because of undue stress. During the middle school years\, schools can alleviate stress by teaching students about conflict resolution\, nutrition/sleep\, self-empowerment\, relaxation techniques and effective study habits. Weezie recommended that schools create non-threatening environments in which to live and learn that include high levels of challenge combined with low levels of threat. \nPam Williams\, the upper school counselor at Stone Ridge\, spoke about a seminar program designed to take students through the various stages of their high school experience in a way that minimizes stress. In the early years of high school\, students are taught the value of “down time”\, how to effectively organize their time\, health and wellness\, and are shown the film “Swing Kids.” In the later years\, students are introduced to self analysis to ask who they are in their world and where they are going. The program concludes with a writing exercise: students write a letter to their families as they approach graduation\, describing their values and how they will step out into the world. The small seminars are an effective tool to combat the inevitable stresses of attending high school in today’s competitive climate. \nFollowing these presentations\, attendees broke into smaller discussion groups geared to high school\, middle school and lower school concerns. What follows are specific suggestions for schools gleaned from the break-out sessions and best practices submissions: \n\nProvide parent education re: the college application process early in the high school years.\nRe-define “success.” Harvard and Yale are not the only measures. Correct “fit” is essential.\nImplement a division-wide test/quiz/paper calendar to ensure that students aren’t overloaded in one day/week.\nDesignate a “Dean of FUN” to integrate fun into daily school life and organize stress-buster events such as spirit week\, no homework weekends and retreat weekends.\nTeach time management skills.\nEstablish a learning center to help students with study skills and alternative learning styles.\nTeach faculty to incorporate various teaching styles to accommodate different student learning styles.\nSchedule final exams to allow more study time: exams Friday\, Monday\, Tuesday/reading day Wednesday/exam Thursday.\nOffer grade specific “parent peer groups” led by Guidance counselors 2-4 times per academic year to give parents a forum to discuss non-academic concerns in a confidential setting. Include these on master calendar at the beginning of the year.\nOffer meditation/yoga/hip-hop classes (opportunities for non-competitive exercise).\nBuild significant breaks into the daily schedule to allow students an opportunity to meet with teachers or “hang out” with each other.\nSchedule weekly “Deans Meeting” attended by the dean of students and all counselors to identify student behaviors that merit special attention.\nCreate an 8 day rotating schedule to honor a more balanced\, humane pace and provide double periods for upper school classes.\nInstitute an “unbreakable” break mid-morning and another long period after lunch for jazz band\, mid-day fitness\, clubs\, community service activities\, extra help from teachers\, etc.\n\n“Surprise Day” – students are surprised twice a year with morning donuts & other treats. In lieu of morning meeting\, they are given an opportunity to relax and visit with friends. \n“Monday Open House” – all members of the senior class are welcome in the counselor’s office every Monday morning for breakfast goodies\, guidance & camaraderie. \nOffer evening programs for students and their parents. Some examples: (1) Symposium on stress and student life for 11th grade\, presented by a neurophysiologist. (2) ”Redefining Success in the College Search Process” presented by a psychologist and an Ivy League Dean of Admissions. (3) ”Navigating the Social Scene” presented by an abuse counselor at Suburban Hospital and a Montgomery County District Court judge. \nSchool counselors regularly participate in lunch and recess on an informal basis. \nProvide 5 minutes of silence/mindful meditation before a test. \nInstitute a two week mid-winter “Interim” when classes are suspended and a campus-wide theme is explored. During this period\, non-traditional classes and activities are offered. \nOffer upper school students one test/paper extension pass per year per academic class.
URL:https://www.parentscouncil.org/event/2009-pcw-best-practices-students-and-stress/
LOCATION:Stone Ridge School of the Sacred Heart\, 9101 Rockville Pike\, Bethesda\, MD\, 20814\, United States
CATEGORIES:Best Practices Forum
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20090210
DTEND;VALUE=DATE:20090211
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160823T165528Z
UID:1550-1234224000-1234310399@www.parentscouncil.org
SUMMARY:2009 Upper School Student Leader Breakfast
DESCRIPTION:Program Summary \n\n\nFifty-three juniors and seniors representing 26 independent schools from the Washington metropolitan area met at the PCW’s annual Student Leadership Breakfast to discuss issues affecting today’s high school students. To encourage candor and respect privacy\, very few adults were present and students were assured anonymity. The students participated in both large and small group discussions. An adult moderator led the large group discussions and the small groups were self-directed. Each small group selected a student to report their group’s ideas to the large group. Four adult scribes recorded the students’ comments.Many of the topics were suggested by students at last year’s Student Leader Breakfast and the students directed the pace of the discussion. The topics included school sports and rivalries\, student leadership\, diversity\, academic integrity\, the college application process\, time management\, stress\, camera phones\, Facebook\, sex education\, drugs and alcohol\, and the social lives of students. The students were also invited to share written comments to be conveyed to the school administrators.The students were forthcoming and positive\, and comfortable with polite disagreement. They relished the chance to discuss their thoughts and concerns. Based on the comments and evaluations\, the students found the program to be very unique\, enjoyable and constructive. They were eager for their schools to know their concerns. \nAfter the Student Leader Breakfast\, notes from the program were organized and summarized. The summary included many direct quotes but did not attribute any comment to any particular student or school. The students’ insights were then shared with our member school communities through PCW programs such as Best Practices and the Deans Lunch\, and the summary is being sent to the administrators and parent associations of our member schools.
URL:https://www.parentscouncil.org/event/2009-pcw-high-school-student-leader-breakfast/
LOCATION:Georgetown Preparatory School\, 10900 Rockville Pike\, North Bethesda\, MD\, 20852\, United States
CATEGORIES:Student Leader Breakfasts
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20081112
DTEND;VALUE=DATE:20081113
DTSTAMP:20260424T135613
CREATED:20160406T182322Z
LAST-MODIFIED:20160823T174046Z
UID:1544-1226448000-1226534399@www.parentscouncil.org
SUMMARY:2008 Fall Representative Roundtable
DESCRIPTION:Program Summary \nOnline Social Networking\nFred Haller from Georgetown Visitation gave a very entertaining but sobering talk about online social networks. He noted that most people don’t realize that when a person accepts Facebook’s terms and conditions\, they give Facebook ownership of everything they post – every word\, picture or idea.He gave the group some ideas of the dangers that can occur even when just dealing with selected “friends” and provided parameters that parents could set. He was adamant that parents need to be a part of their children’s online experience and used the analogy of someone learning to drive: you would never let your child drive alone he or she has a fair amount of experience driving with you under their belts. Parents should also actively monitor what their children do online – and let them know before they start online that you may drop in from time to time. Secret sleuthing is not as effective as an open\, honest relationship about what is expected online. He suggested that parents open their own facebook and require their children to “friend” them. Parents need to have the tools and experience to know how to guide and teach in the social networking and internet world.\nThe group broke out into two discussion groups: one for middle school and one for high school. The highlights from both groups follow: \nMiddle School Roundtable summary:\nThe Middle School group focused on text messaging and cell phone usage. While we recognized the benefits of staying connected and being more accessible we felt our pre teens were becoming socially inept with face to face conversations. They are loosing the “personal touch” and are sometimes quite rude\, by texting during other conversations or not talking but texting in the car. Some of the Reps have specific house rules such as no cell phone usage after a certain hour or no phones at the table. One Rep said Verizon has parameters that can be [put in place such as no service between certain hours. One Rep said they have their child pay the phone/text bill. The opinion was that these kids are still developmentally immature and have too much coming at them to fast. Bottom line\, talk\, talk\, talk to our kids – they will listen! \nHigh School Roundtable summary:\nThe High School group primarily focused on the pitfalls associated with Facebook. The group felt today’s kids know so much about Facebook that any attempt to guide students must include new information to keep their interest. Stories must provide specific examples of how someone lost a job or didn’t get into a certain sorority\, school or sports team. Facebook\, like the computer in general\, is a great networking tool but also a huge time sink: parents should be mindful of how much time their children spend on Facebook. Programs directed at high school kids should be presented by someone just a little bit older than the audience\, for example\, recent college grads\, to gain credibility.
URL:https://www.parentscouncil.org/event/2008-pcw-rep-roundtable/
LOCATION:The Bullis School\, United States
CATEGORIES:Parent Association President and PCW School Representative Events
END:VEVENT
END:VCALENDAR