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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20131016T183000
DTEND;TZID=America/New_York:20131017T210000
DTSTAMP:20260424T123619
CREATED:20160406T182511Z
LAST-MODIFIED:20160818T140212Z
UID:2033-1381948200-1382043600@www.parentscouncil.org
SUMMARY:2013 Fall Speaker: Dr. Brad Sachs
DESCRIPTION:Parent-Child Communications\nMighty Words: Creating Conversations that Change Children’s Lives\nOn October 16\, 2013\, the Parents Council of Washington hosted its fall speaker program at the National Cathedral School. The featured speaker was Dr. Brad Sachs\, psychologist\, educator\, consultant\, best- selling author and Founder and Director of The Father Center that specializes in meeting the needs of new\, expectant\, and experienced fathers. \n 
URL:https://www.parentscouncil.org/event/2013-pcw-fall-speaker-dr-brad-sachs/
LOCATION:Bullis School\, 10601 Falls Rd\, Potomac\, MD\, 20854\, United States
CATEGORIES:Events,Speaker Series
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20130919T084500
DTEND;TZID=America/New_York:20130919T114500
DTSTAMP:20260424T123619
CREATED:20160406T182511Z
LAST-MODIFIED:20160823T174956Z
UID:2034-1379580300-1379591100@www.parentscouncil.org
SUMMARY:2013 Orientation: featuring Michelle Kriebel on Communication Between Schools and Parents
DESCRIPTION:Communication Between Schools and Parents\n\nStarting the School Year on the Right Ear – Effective Communication Between Parents\, Teachers and Students\nFeaturing: Michelle Kreibel – Parent Educator\nThe Parents Council of Washington (PCW) hosted its annual Orientation Program for Representatives and Parent Association Presidents of its member schools on Thursday\, September 19\, 2013 at the National Presbyterian School. \nPCW President Joan Levy then welcomed participants and introduced Michelle Kriebel as keynote speaker of the topic\, “Starting the School Year on the Right Ear: Effective Communication Between Parents\, Teachers and Students.” \nBook references/resources: \nRaising Resilient Children by Brooks and Goldstein \nThe Pressured Child by Michael Thompson \nThe Price of Privilege by Madeline Levine \nLOL… OMG by Matt Ivester \nQuiet by Susan Cain \nFierce Conversations by Susan Scott \nMasterminds and Wingmen by Rosalind Wiseman
URL:https://www.parentscouncil.org/event/2013-orientation-meeting/
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:20130502T090000
DTEND;TZID=America/New_York:20130502T120000
DTSTAMP:20260424T123619
CREATED:20160406T182405Z
LAST-MODIFIED:20160823T173446Z
UID:1760-1367485200-1367496000@www.parentscouncil.org
SUMMARY:2013 PA Presidents' Forum
DESCRIPTION:
URL:https://www.parentscouncil.org/event/papto-presidents-networking-transition-coffee/
LOCATION:Washington Episcopal School\, 5600 Little Falls Parkway\, Bethesda\, MD\, 20816\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20130411T100000
DTEND;TZID=America/New_York:20130411T114500
DTSTAMP:20260424T123619
CREATED:20160406T182404Z
LAST-MODIFIED:20160818T044449Z
UID:1754-1365674400-1365680700@www.parentscouncil.org
SUMMARY:2013 Spring Speaker: Common Sense Media
DESCRIPTION:What Every Parent Should Know About Kids and Technology but Didn’t Know to Ask!\n\nPresentation from Common Sense Media\nSpeakers: April McClain-Delaney and Linda Burch from Common Sense Media\n \n \nBoard Member Joan Levy welcomed attendees and thanked the Landon School for hosting the program. Ms. Levy then introduced and welcomed Common Sense Media’s Washington Director\, Ms. April McClain-Delaney. \nCommon Sense Media is focused on the media impact on kids and teaching them to be savvy\, responsible media users by providing trustworthy information and tools for families to have a choice about the media they consume. The organization offers developmentally age-appropriate rating information on movies\, apps\, games and websites\, educates through programs teaching skills\, safety and ethics\, advocates on issues that shape the media’s impact on kids and researches to provide reliable data on children’s use of media. \n• 7.5 million Facebook users are younger than 13.\n• The #1 way teens prefer to communicate is through face-to-face interaction as opposed to texting.\n• Over 4 billion hours of video are watched on YouTube each month.\n• 33% of the 14-24 age group receive texts or online messages that include sexual words.\n• The average number of texts teens send per month is 3\,417. \nWhat can you do to help your kids be safe\, smart and responsible media users and creators? \n• Engage in a positive way with your children while using technology. Keep lines of communication open and learn what they are creating.\n• Help develop a dialogue of rules to use with your kids.\n• Try to keep media in public spaces and outside of the bedroom for as long as you can.\n• Try to keep cell phones out of the bedroom.\n• Encourage balanced use and keep an eye on the clock.\n• Be a role model and watch what they watch.\n• Talk to young children about cyberstalkers and cyberbullying.\n• Use privacy settings and keep passwords secure.\n• For 5th-8th graders\, recommend what they can download and discuss.\n• Keep an eye on ratings\, explain that nothing is private and cheating is unacceptable.\n• Need to distinguish a difference between online and offline lives. Devices need to be turned off. \n 
URL:https://www.parentscouncil.org/event/2013-spring-speaker-common-sense-media/
LOCATION:Landon School\, 6101 Wilson Lane\, Bethesda\, MD\, 20817\, United States
CATEGORIES:Events,Speaker Series
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20130411T083000
DTEND;TZID=America/New_York:20130411T100000
DTSTAMP:20260424T123619
CREATED:20160406T182351Z
LAST-MODIFIED:20160823T171318Z
UID:1692-1365669000-1365674400@www.parentscouncil.org
SUMMARY:2013 Spring Representatives Business Meeting
DESCRIPTION:A Meeting for PCW Reps and PA Presidents ONLY.\nIncludes a briefing from the Student Leader Breakfast and the Middle School Student Leader Breakfast.
URL:https://www.parentscouncil.org/event/2013-pcw-spring-reps-business-meeting/
LOCATION:Landon School\, 6101 Wilson Lane\, Bethesda\, MD\, 20817\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20130410T120000
DTEND;TZID=America/New_York:20130410T140000
DTSTAMP:20260424T123619
CREATED:20160406T182352Z
LAST-MODIFIED:20160824T201000Z
UID:1694-1365595200-1365602400@www.parentscouncil.org
SUMMARY:2013 Deans' Luncheon
DESCRIPTION:
URL:https://www.parentscouncil.org/event/2013-deans-luncheon/
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:20130305T083000
DTEND;TZID=America/New_York:20130305T083000
DTSTAMP:20260424T123619
CREATED:20160406T182352Z
LAST-MODIFIED:20160818T045339Z
UID:1695-1362472200-1362472200@www.parentscouncil.org
SUMMARY:2013 Middle School Student Leader Breakfast
DESCRIPTION:The Parents Council of Washington hosted its annual Middle School Student Leader Breakfast on Tuesday\, March 5\, 2013 at the Potomac School. Fifty students representing the seventh grade classes of twenty-five Parents Council of Washington member schools attended and participated in the event. Students were accompanied by an administrator\, teacher or counselor from each school.
URL:https://www.parentscouncil.org/event/2013-middle-school-student-leader-breakfast/
LOCATION: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:20130213T083000
DTEND;TZID=America/New_York:20130213T120000
DTSTAMP:20260424T123619
CREATED:20160406T182352Z
LAST-MODIFIED:20160823T171041Z
UID:1696-1360744200-1360756800@www.parentscouncil.org
SUMMARY:2013 Upper School Student Leader Breakfast
DESCRIPTION:The Parents Council of Washington hosted its annual Student Leader Breakfast on Wednesday\, February 13\, 2013 at the Georgetown Preparatory School. Fifty students from the junior and senior classes of twenty-five Parents Council of Washington member schools attended and participated in the event. Dean of Students of Georgetown Preparatory\, Mr. Chris Rodriguez\, welcomed the students and encouraged them to learn from each other and exchange information to provide important feedback to their school communities on the challenges they are faced with today. Parents Council Board Member\, Ms. Fran Barnes\, opened the program\, explained the agenda and introduced former Parents Council Board Member\, Ms. Mary Cohen\, as moderator of the student discussions.\n\nSix topics were planned for the main group setting: \nTime Management and Stress\nDiscussion on how students felt they balanced school\, homework\, sports\, extracurricular activities and college applications mixed with family time\, down time and getting enough sleep. Students expressed that they managed and handled time constraints and stress well for the most part. Many agreed that teachers were generally understanding and flexible\, but that falling behind in class work can quickly happen with one missed day. Creating a relationship with teachers and advisors was a key component to success as well as providing mandatory study halls or special programs offering guidance on combating stress and strategies to better manage the academic and athletic work loads. \nAcademic Honesty\, Integrity and Cheating\nMs. Cohen highlighted that many athletic and political cheating problems are occurring in public today and asked the students whether cheating is taking place in their schools at the academic or sports level and whether schools were handling any instances appropriately. An overwhelming majority indicated that academic cheating was taking place in their schools and that administration was not consistently addressing or disciplining the issue. Cheating predominantly centered on homework copying or looking up answers on Google. There was an agreement that stress created pressures and students felt a misunderstanding of what cheating or plagiarism entails was present mainly at the freshman grade level. Student run Conduct and Review Boards\, Advisory Councils and Honor Codes were mentioned as used widely in the schools\, yet penalties were made randomly under unclear policies or rules. Simple violations led to the same punishment as major offenses. The consensus was that schools needed to stress the notion of personal integrity and open communication. \nSchool’s Influence on Regulating Students’ Lives\, Behavior and Speech Off Campus Property\nMost students shared that schools should be concerned\, hold students accountable and discipline for behavior off property\, yet expressed that not enough responded or intervened. According to most students\, the entire school community is affected and impacted directly in a negative manner. Students should respect and represent their schools at all times to protect the reputation and image of the student body outside of school hours. In some cases\, students felt that schools should only be responsible for notifying parents about incidents and allow families to handle the consequences necessary. \nSense of Connectedness with Administration and Teachers\nThere is an overall connection established\, an investment made in them and support generated. There were comments about faculty needing to be more open minded about stereotyping and that with students showing more respect through more positive\, responsible actions or by developing better relationships with the administration and faculty\, teachers could see the potential in every student and be helpful with breaking the mold for students to grow and change effectively. \nTechnology and Social Media\nStudents were asked about the amount of time spent plugged in\, what the preferred method of communicating with friends was and whether there was a concern about the permanence of internet postings or digital footprint tracking. Facebook profiles\, texting and Skype were all popular methods used to communicate between friends. It was noted that it would be a hardship for students to give up electronic devices for one week. Students admitted to posting negative comments on social media sites that would have been left unsaid in a face-to-face conversation. There was a fear of missing out on information expressed that prompts students to constantly check email and social media\, however prioritizing before logging on\, self-disciplining and thinking about the consequences of permanent digital records were found to be important and something that most felt needed to be worked on. \nAlcohol/Drug Awareness and General Risk-Taking Behavior\nStudents were asked about the types of substances used and how schools were responding to problems. Drinking was the number one substance abused especially at weekend parties with some reporting that smoking pot has become more widespread with students in the senior classes. Schools have taken action by implementing required programs for freshmen\, but these seminars should be repeated in the upper grades. Student led group meetings\, replacing rigid policies with educational classes about addictions to encourage students to seek help or look out for each other instead of imposing severe consequences or punishment should be the schools’ focus and would prove to be more effective. \nFollowing a break in the large group session\, four small groups were organized. Ms. Cohen presented each group with a series of written questions to select from and discuss freely on their own for the remainder of the morning session ranging from school rivalries\, diversity and homosexuality\, socialization outside of school boundaries\, male/female dating relationships as well as the line between keeping a confidence and keeping a friend safe. A few groups had enough time to expand into open topics of their choice including more on the subject of alcohol and time management\, social differences\, removing privileges and/or traditions and students’ voices.
URL:https://www.parentscouncil.org/event/2013-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:20130131T083000
DTEND;TZID=America/New_York:20130131T120000
DTSTAMP:20260424T123619
CREATED:20160406T182509Z
LAST-MODIFIED:20160818T140818Z
UID:2031-1359621000-1359633600@www.parentscouncil.org
SUMMARY:2013 Best Practices Forum: The Use of 21st Century Technology in Our Schools: Peaks and Pitfalls
DESCRIPTION:The Use of 21st Century Technology in Our Schools: Peaks and Pitfalls\n\nSee The Use of 21st Century Technology in our Schools e-Binder (Download MS Word Doc) \n \n\nBest Practices Executive Summary\nThree panelists from Holton-Arms\, Woods Academy and The Langley School presented on the use of technology within the Lower School\, Middle School and Upper School classrooms of their respective schools. \nUPPER SCHOOL PRESENTATION David Rossell – Director of Technology at Holton-Arms\nAcademic Technology:\nHolton-Arms is one of the early leaders in One to One computing-one device per student. The school’s philosophy and vision for academic technology strive to educate students as responsible technological citizens: \n\nby working with them every day to learn to be capable of cataloging\, sorting and evaluating information from a variety of sources to extract data. To know where to look for information and know how to read sources is critical.\nby preparing them to be competent in technical expertise with any device and to be able to keep up with technological changes.\nby teaching them to be responsible with electronic communication\, to make right choices. Digital citizenship is addressed in all divisions and goal is to reduce unfortunate decisions. It is important to understand that information sent once lives on forever on a server somewhere creating problems in their future through association of past decisions that could affect college or job search.\nby showing them how to be flexible and proficient in managing a variety of devices and knowing how to choose the appropriate tool (iPad\, laptop or desktop) to accomplish the job necessary.\nby helping them be sophisticated in media consumption and creation. To look critically at the images they are bombarded with in the media and make sound decisions. To create presentations and be able to present to a crowd of people.\nby expanding the classroom and engaging with experts. Technology should be a force multiplier to leverage new capabilities through facilitating collaboration between students\, teachers and parents and facilitating a culture of creative risk taking. Willing to take the appropriate steps to try new things in their intellectual lives.\n\nTo implement the school’s vision\, Holton-Arms created the Online School for Girls for leadership and online education. Online education is a powerful tool for girls to communicate with other girls they may not otherwise encounter or have access to. It makes economic sense by pooling resources creating a way for students to meet girls from other regions and socio economic circumstances. \nHolton-Arms is also a leader in blended learning using technology in combination with classroom discussion. Blended learning is not a substitution for personal interaction or to offer more homework\, but a way to use time more efficiently and to enhance learning. Teachers are intrinsically involved with online work and in the classroom \nAdvantages of One to One computing program:\nThe focus is for students to be working on content. Good technology does not fragment the learning community\, but instead enhances it and brings it together. \n\nBlended learning is more difficult without it.\nThere is immediate access to a range of information.\nProvides valuable research and study tool. It’s difficult to share a computer at home.\nOffers the opportunity to teach girls media literacy for college now within a more controlled environment. Students able to try new things\, make mistakes within a caring community with less severe consequences.\n\nAll Holton-Arms Grade 5 students have iPads for research in the classroom. Families purchase and own the device\, but the school specifies the brand\, model and who the family purchases the device from. \nDoes the type of device matter? Yes\, a great deal. It should lay flat on the desk. A raised screen increases insecurity and the ability to know if student is really engaged in classwork. Classroom management and collaboration work better with flat devices. \nAudiovisual equipment plays a significant role in combination with One to One computing. There is a difference on how teachers teach and students learn when there is the ability to project wirelessly. \nDavid discussed the uncertainty of what the future of academic technology holds. He mentioned that it will still take time to get a handle on how things are going to settle out. It is an exciting\, but also confusing time. \nMIDDLE SCHOOL PRESENTATION JP Clubbs – Grade 7 & 8 Social Studies Teacher at Woods Academy\nJP discussed that in order to prepare children for the next level\, it is important to accept changes with technology and move forward with the ups and the downs. It is a challenge to always be flexible to change as technology is constantly changing\, however it is amazing to see the progress from microfiches in the past to online textbooks today\, students now have research tools in hand for whatever they want at their fingertips. \nPeaks and benefits of using technology:\nTechnology does not hinder\, but instead expands and enhances students’ learning experiences and that it is alright to fail. That is what makes students stronger. For example\, a shy student who may not take the risk to raise his hand in class to respond to a question can anonymously do so through an iPad. Technology engages students who may not otherwise choose to get involved creating more confident learners and responsible digital citizens. \n\nThe school feels it is good to be in 2nd place in the technology process. There is the chance to avoid all of the initial glitches and vet the process better. To make sure that the software programs are proven and reliable and continue to enhance learning for students.\nThis generation wants access to information immediately and needs to understand how to go about the process. How do we research? How do we find the answer?\nTechnology enhances ALL types of learners: auditory\, kinesthetic or visual.\nThere are many programs and apps available offering endless opportunities to help enhance student learning\, further developing student skills and addressing learning types. Woods Academy uses over 90 apps. JP mentioned Kurzweil as one program example. Kurzweil is an interactive based program that helps develop reading and writing. It can highlight words as students read or it can read words to the student.\nTechnology encourages collaboration among teachers\, students and parents. Another program called Drop Box is useful to share and edit work using tools and providing immediate feedback.\n\nImportant factors for technology in the classroom to work:\n\nFaculty buy-in is important to the success of the school’s technological programs.\nFaculty training is also key for teachers to expand their knowledge.\nSupport from administration and parents creates the ultimate team. Children know they can do it.\n\nPitfalls of using technology:\n\nThe expense. School must budget for iPads it purchases for the students. Currently\, Woods Academy 8th graders have access to iPads for the school year and return them at the end. The program will be expanding to 7th graders. Access to sites are limited and the school teaches the students how to understand the iPad and how to use it responsibly. The school maintains and updates the iPads and provides firewalls to prevent access to some sites.\nDistractions can be a problem. There are different technologies available to work with this issue. iPads are sometimes not properly taken care of. The school works with the students to develop responsibility. Administration needs to monitor\, manage and tweak to minimize pitfalls.\nBesides the iPad program\, Woods Academy also uses laptop carts and has a computer lab that is used by the Lower School. There are two computers within the classrooms and bright link projectors that incorporate the use of electronic interactive pens.\nTechnology and electronic devices enhance student learning differently than chalkboards\, marker boards and whiteboards. It is more exciting for the students to use.\n\nLOWER SCHOOL/MIDDLE SCHOOL PRESENTATION Christine Lindsay – Director of Technology at The Langley School\nThe Langley School developed an iPad pilot program for all 8th graders last year. This year\, the program has been expanded to all middle schoolers 6th through 8th grade. iPads are purchased by the school and apps are managed by the school through a central management system. Students use the iPads for the school year and bring it home with them every day. The 3rd grade team employs project based learning with iPads within the classroom only. The 4th grade uses laptops and the 5th grade uses MacBook Airs. The different platforms allow the students to pick the tools they like to use. Both paper and electronic are chosen by the 8th graders. \nThe school uses Google Apps for Education. Everything is saved in Google drive for access from anywhere. \nGoals were established for the school’s technology vision:\n\nOffer instructional technology training for the teachers to change classroom teaching. This is accomplished through one-on-one instruction with a large tech staff\, faculty meetings and teachers showing/sharing ideas with each other.\nCreate responsible use of technology through speaker presentations to students\, faculty and parents to broadcast the same message and address the implications of what students do online. Common Sense Media curriculum units used in grade levels.\nDevelop a blended learning program. Moodle\, Educate 2.0 provide outside discussions beyond the classroom. Student notes submitted on device result in better grades\, more organization-no more lost papers.\nEnsure a dependable hardware and infrastructure is in place to provide support. Network administrators are on board to help.\n\n3rd grade pilot program:\nEach student has the use of an iPad within the classroom. Apple TVs are interactive with the iPads on screen. Students can share with and walk peers through ideas. The goals include: \n\nallowing students to be more independent and self-directed. Students learn how to use apps/iPads on their own.\noffering students more flexibility and becoming more adept to working collaboratively. Students need to determine how to share iPads.\nproviding differentiated learning by figuring out what works for the students.\nallowing for more frequent assessments of students.\ndeveloping research skills.\n\n87% of the apps used by The Langley School are creative based apps. iMovie\, Garage Band\, iStop Motion\, Book Creator and Toontastic are among a few examples. Students can create self portraits for their wallpaper through the camera feature to personalize their iPad. \nStudents play with the different apps and decide which ones to use. Some apps develop reading fluency allowing students to record voice memos as they practice reading. They can listen and redo\, keep the best one and email to the teacher. The teacher can then assess the students and pull the ones who need the most help. Other apps provide math and technology assistance. Kahn Academy videos can be accessed. One class made their own mini Kahn Academy videos. Explain Everything app is also popular for students to show others and allow their personalities to shine. Daily reflection at the end of the day is included. Students can take pictures with their iPads throughout the day to use as launch for journal writing. Spell City is an example of one of the skill building apps. \nChris sought feedback directly from the faculty about the benefits of using technology within the classroom and some of the thoughts were that it instills cooperation and learning from peers\, expands opportunities for choice and can be an important tool to more deeply assess students. \nAll three panelists agreed that Steve Jobs never realized the impact Apple products would make in schools and education. Schools are ordering iPads and incorporating them to change the way teachers are teaching. Apple still does not fully understand how much usage is going on with the schools today. \n> View Langley School slides presentation. \nQuestions and Answers:\n\nHow do you handle students who may not be able to afford iPads/laptops?\nHolton-Arms: Families contribute a portion of the expense. Tuition covers the rest.\nHow can iPads be used for math and spelling?\nSpell City website and app are useful. Math Bingo is also an app available.\nDo students take notes on iPads?\nHolton-Arms: Notes are taken on iPads or laptops either typing or tablet mode. It depends on subject. Some students use Notability app or select another app that works for them.\nLangley: Middle School uses apps-paper and pencil ok too.\nHow do you integrate technology at a young age?\nLangley: Kindergartners use iPads 30 minutes a day in the classroom when they need it. Talk to your school’s Director of Technology for advice on how to introduce slowly at home.\nWhere do students go wrong when using One to One computing?\nHolton-Arms: Biggest challenge is Tumblr\, Facebook and Instagram. These are the new venues for teens to make harmful mistakes. Social media networking has replaced passing notes in class or saying something damaging.\nHow do you work with a student who may have difficulty taking notes by typing?\nLangley: Some students take pictures of teacher’s notes on the board with their iPads.\nWoods Academy: Multiple methods… Teachers email to students or students can use voice memos.\nWith a wide range of media literacy in parent community\, how can schools keep parents updated?\nWoods Academy: Parent training available through summer institute. Parents of students with iPads are invited to talk about computer apps\, technology\, permissions\, content etc… Expert is also invited outside of school. Blogs are used to keep in touch/update parents.\nHow do schools approach online reading/textbooks vs. traditional book reading since the brain processes differently?\nHolton-Arms: Approaches online textbooks cautiously. There are not any good standards in place right now. It is difficult to find a single platform. Publishers are not set-up yet and need more time to work out strategy.\nLangley: Middle School using online math textbooks only for problems. Videos are included to understand concepts\, can be downloaded anywhere. Books are available for students who prefer that.\nWoods Academy: With any technology\, a mix of traditional style of learning is also used.\nFor notetaking styles and purposes\, are schools providing keyboards or teaching typing skills?\nA stylus can be used for students who prefer writing.\nLangley: 3rd grade students have access to an online tutorial website for introduction to typing. 4th grade may not be typing traditional way\, but can type fast (30-45 words/min).\nHolton-Arms: Physical keyboards are not as common. Glass keyboard on touch screen more common. Students learning how to type on different devices. Parents can purchase keyboards. There are many types to choose from to fit student. However\, most students who thought they needed one\, do not use it.\nWoods Academy: Students need to learn to double check spelling. School purchases keyboards for students who prefer working with them.\nIs there anywhere parents can go to learn more about technology?\nYoutube is a good source. Ask children to teach you what they know. Also opens discussion of what they have on their devices. Apple Genius Bar.\nHolton-Arms: School gives students detailed instructions on how to operate device. Parent seminars were organized in the past\, but cancelled due to lack of participation. Parents can meet with Technology Directors to partner together.\n\n  \nPROGRAM AGENDA\n8:30 – 9:15 Registration\, Coffee and Networking \n9:15 – 9:30 Opening Remarks \n9:30 – 10:30 School Presentations:\nLower School – The Langley School\, Chris Lindsay\, Director of Technology\nMiddle School- The Woods Academy\, Joseph Powers Head of School\nUpper School- Holton-Arms School\, David Rossell Director of Technology \n10:30- 11:45 Questions and Answers
URL:https://www.parentscouncil.org/event/2013-pcw-best-practices-the-use-of-21st-century-technology-in-our-schools-peaks-and-pitfalls/
LOCATION:Holton-Arms School\,  7303 River Road\, Bethesda \, MD\, 20817\, United States
CATEGORIES:Best Practices Forum,Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20121101T183000
DTEND;TZID=America/New_York:20121101T210000
DTSTAMP:20260424T123619
CREATED:20160406T182429Z
LAST-MODIFIED:20160818T140146Z
UID:1867-1351794600-1351803600@www.parentscouncil.org
SUMMARY:2012 Fall Speaker: Annie Fox
DESCRIPTION:“Why 21st Century Kids Need 21st Century Parenting” — Addressing Social Media\, Peer Approval Addiction and the Culture of Cruelty.\n\nAnnie Fox\, M.Ed.\, is an educator with 30+ years experience\, an award-winning author\, and a popular online advisor for teens and parents. View event flyer.\n\n  \n\nEvent Summary\n\n\n\n\nComments from Attendees\n“I thought Annie Fox was terrific and provided very insightful recommendations as to how to manage all sorts of issues not just with children. Thanks for bringing her to DC.” \n“It was a great talk\, great food\, and a generous contribution from the Parents’ Council.”\n\n\n\nAnnie Fox presented “Why 21st Century Kids Need 21st Century Parenting” — Addressing Social Media\, Peer Approval Addiction and the Culture of Cruelty. \nAnnie offers online advice through her website in response to questions received from teens to parents seeking guidance within an increasing complex world. She has written books on dating and stress for teens\, is the author of the Middle School ConfidentialTM series on confidence\, family and friends and speaks to students\, parents and teachers at a variety of events. \nAnnie began by thanking everyone for attending the evening presentation. She explained that she has been answering email and offering advice to teens\, teens and parents from around the world since June 1997 and that it has been fifteen years of interesting email and questions. She personally replies to each email within 24 hours and since she does not advertise\, she thinks that most children hear about her through word of mouth and reach out to her out of motivation to talk to an adult who will listen and guide them through difficult waters. In 1997\, children were faced with many of the same problems today’s parents faced when they were young such as crushes\, friendship issues or having parents that do not understand them. Within the last five years however\, social media has played a more important role. Children are now with peers 24/ 7 and this changes the way they think and behave when adults are not around. Annie mentions that with social media acting against our efforts\, it is more difficult today to be the person who influences children to be better people and although we cannot change the bigger world\, we can change the children that we launch into the 21st century. \nAnnie shared a few email examples she has received from parents. One concerned mother wrote about how disappointed she was in the way that her younger daughter treated her older daughter who struggled with an intellectual disability. She asked how she could get her younger daughter to be nicer to her sister. Annie responded that this is an example of how there exists a disconnect between the hearts and minds of children. Because of social media and the speed that messages are delivered\, children do not realize how their decisions affect others. Children today lack empathy-they tend to not think about who is on the receiving end of their comments. Annie added that empathy is a teachable skill\, that we should not assume our children are empathetic. Children do things they are not proud of-rumors are spread or comments are posted. We need to be having conversations with them to guide them\, to make sure that their secret world is less secret. This will not guarantee that they will always do what we want them to do\, but they need to have our voice inside their head. For example\, parents cannot hand over any technology without providing clear\, solid guidelines as to how that technology should be used. \nAnnie shared another parent email from a father who wrote about his 14 year old son getting into trouble at school\, being rude at home and arguing about everything. He asked if his son’s behavior could be a combination of school\, a phase or being a teenager. Annie responded that it could possibly be all of the above issues. She mentioned that the age of 14 and 15 may be the ugliest time for children. They are often mortified of themselves and morph into something despicable. It can be hard to feel compassion for them. \nAnnie described that 85% of the emails she receives from teens are signed “Confused.” She defined confused as a word meaning the inability to think clearly. These “Help-what should I do” emails are sent to her because the path is not clear to the person writing. Annie sometimes asks the children to give advice to peer conflict and has found that children are generally capable of providing great feedback. Some suggestions included “talk calmly to your parents” or “parents like to be reassured.” So she asked herself why don’t children know the answer to their own conflict? The answer is because they are caught in the middle of it. When parents or children are caught in the middle of a conflict or in stressful situations\, it is very difficult. Nobody\, neither parents nor teens\, can be in emergency mode and in critical thinking mode at the same time. Parents need to calm down and understand that there is not any urgency. They may not like the situation created\, but they need to lead to be more effective in solving the problem and role model at the same time. If parents do not calm down\, the message to children is “this is how adults act when stressed.” We simply cannot parent effectively when we are under stress. Guiding children toward independence means that the choices they make should be choices they are proud of. \nParent objectives: achieving them and asserting them\nAnnie showed a picture of her daughter with the caption “When she grows up\, I want her to be…” She explained that parents have ideas of what they want their children to be. She asked the audience what their thoughts/wishes were for their children and some mentioned they would like their children to be happy\, resilient\, a good person/someone involved in the community\, comfortable in their own skin\, self aware\, accepting\, confident\, a good citizen\, a good friend\, balanced\, self-sufficient\, grounded and independent. \nAnnie observed that we can come up with a long list of wants for our children. Her list included emotionally mature\, honest\, empathetic\, healthy\, responsible\, money savvy\, resourceful\, fulfilled in his/her work\, resilient\, lifelong learner\, good parent/partner and person of character. She then asked whether all of these were teachable skills. She explained parents should be thinking about long term parenting objectives. The main goal for parents is to raise an independent\, fully functioning adult who can be launched into his/her next chapter with skills. Parents should be thinking about these objectives every day and have a plan to work on each day. It’s not enough to state objectives and not do anything about them. Objectives challenge us to think. We need to take the time to teach\, walk the walk and share the knowledge with our children. They need to have our voice in their head guiding them when we are not there with them. \nAnnie then asked the audience to think about the top 3-5 objectives or teachable skills they would like their child to have by the time they reach 18 and are launched into the world. Next\, she asked the audience to think about what they do on a daily basis to reinforce those objectives or teachable skills. \nAnnie followed by telling the story about a mother who had trouble getting her 15 year old son up in the morning. Because he would not get up on time for school by himself\, they were always running late. Annie asked her what her goal was with her son and she mentioned that it was for her son to be self-efficient. Annie then asked her how she has tried to solve the problem and reach her goal. The mother explained that she laundered his clothes\, set up three alarms\, woke him up\, laid his clothes out for the next day\, made breakfast\, made his lunch and checked that he had his homework in his binder and backpack. Her actions were obviously not working. Children cannot be self-efficient if parents are doing everything for them. Annie suggested a few solutions: \n\nThe mother should apologize to her son and explain that she dropped the ball; that her job is to teach him self-efficiency. That should grab his attention.\nShe should then state the morning agenda. For example\, let him know that from now on she will be pulling out of the driveway by 7:20 a.m.\, that she would love his company and hopes that he will join her.\n\nAnnie went on to say that with this solution\, the son will test his mother on the first try. He will be mad with her and blame her when she leaves him behind because he was not ready\, but that he will be there on time on the second try. Problem solved. However\, the mother will probably not be able to or be willing to try this solution because it’s hard to not feel needed as a parent. She will feel like a failure or bad parent if her son misses school and will not trust that he can do make the better change. Annie reinforced that as children become self-sufficient\, it’s true that they need parents less\, but that it has nothing to do with love. By our continuing to overdo\, our children look good on paper\, but do not have basic life skills. She explained that over-functioning parents raise under-functioning children. This is why it is important to reinforce objectives and encourage our children to meet the objectives. As an example of that\, Annie showed a picture of her son sewing his ripped jeans. She had realized before he went to college that she had never taught him how to sew so taught him really fast. Parents must walk the walk and look for opportunities to reinforce the objectives. \nThe next question Annie asked the audience to think about was what they might be doing to undermine their goals/objectives. She reminded everyone that the goal is to raise fully functioning\, independent children. She explained that parents need to avoid “Velcro parenting.” They could be undermining their goals when they are stressed with their children usually because they do not agree\, like\, trust or understand what their children are doing\, feeling\, saying or thinking. She stressed that there are things we cannot control or fix and that we cannot rush in\, take over and do for our children when we do not like a situation. When we take over something that is our child’s responsibility\, we tend to justify it by thinking “if I don’t do it\, it won’t get done\,” “it’s easier and faster this way\,” “she needs me to help her\,” “he never does it right” or “they are just kids\, they will learn another time.” But we are not fooling anyone. It’s important to see parenting in terms of mentoring. Parents need to ask themselves how their children are supposed to learn otherwise. From clueless peers? That could be in direct conflict with what parents are trying to accomplish with and teach their children about. \nOne area parents can control is reinforcing children to disconnect and turn off from technology at times to avoid connectivity addiction. Scientists are finding that the brain changes quickly when exposed to the internet and creates a different way of thinking. The article “iCrazy” in Newsweek mentioned that differences exist in the brains of those who use the internet and those who don’t. Brains were scanned in a study that showed the decision-making section of the brain with a heightened impulsive in those who used the internet. With just five hours of exposure\, one hour a day\, the brain showed changes where we respond emphatically to people. This discovery may explain a lot about cyber-bullying. Try to offer more family connection\, unplug for a while and make children understand that it is not a punishment to unplug. Scheduling a family dinner without any technology three times a week is proven to reduce high risk behavior and improve grades. \nStress in children\nAnnie discussed the affect stress has on children and how their brains work against them when they are under stress. Even if children do not get into trouble\, they feel guilty and have regrets that surface later. They tend to be sorry about dropping a real friend in favor of a “fake” one\, telling a secret they swore to keep\, lying to parents\, always messing up\, quitting a sport because friends told them to\, starting a fight and seriously injuring someone\, punching a wall and breaking two knuckles or bullying another child for no reason. These regrets come from social pressure and children need a quick relaxation technique to de-stress and be able to think. Parents think that high achieving children feel pressure to get into good colleges\, but social stress is what is the most pressure for children. Children are not writing to her about academic stress\, but rather social stress. They ask how they can even study with so much going on. When reading some of the emails she receives\, Annie questioned where the parents are. But parents may not know what their children are feeling since their sons or daughters are not opening up about their problems. In one particular email\, Annie shared that a teen felt that her parents needed her life to be perfect and she was afraid of disappointing them. Most children do not want Annie to tell them they need to talk to their parents. They are unable to talk to the people they need help from the most. Annie does suggest they try to talk to people who love them. Children tend to begin thinking they can never get it right if they always hear about what they should have done or what they fail to do. They feel as if their parents are always on them which is why it is important for parents to catch their children in the act of doing something right and tell them that they are doing something right especially if it was not something they were asked to do. Children need to hear that parents love them and that they are doing things right. It can be as simple as thanking them for cleaning up the kitchen after themselves. Everything we do as parents should be a vote of confidence\, giving our children a chance. They should be mastering age appropriate life skills and are more capable than we think they are. We should be taking a look at what we think they should be doing on their own\, asking ourselves if we can step back and provide an opportunity for them to do on their own and give them plenty of moments to do on their own. Children enjoy that. \nMastering boomerang issues Annie described boomerang issues as issues that keep coming back. For example\, she hears from parents complaining about wet towels left on the floor and from teens complaining that their parents are yelling at them for leaving wet towels on the floor. Everyone is tired of boomerang issues. Parents should stop yelling and it will stop. \nAnnie encouraged the audience to think of a boomerang issue they do not want coming back. She asked several questions for thought: \n\nWhat emotion is typically triggered? Anger and frustration were felt by most audience members.\nWhat do you do next? Most expressed that they yell or lecture.\nDoes that create more or less stress in you? More in your child? Everyone felt it was more stress for both. Interpersonal stress means things are not working.\n\nAnnie offered that when we are stressed\, we “act out” and are unable to ask for what we need. At these times\, we need to ask ourselves what our children might actually need. The behavior is not what we should be reacting to\, but rather the emotional need. Acting out is a veneer\, a decoy. We respond to the acting out. We need to be astute enough to be patient as parents\, to peel it back and not react to it. While the behavior is not acceptable\, we need to calm down in response to it and everyone will calm down in return. Only then can we find out what is going on for real and fix it. We should be calmly asking “how can I help you?” For example\, a child may have a conversation with you where you discover that the bad behavior has an underlying cause. A child may fight with a sibling\, but the underlying cause may be because they actually want more attention from a parent. Annie reminded everyone that when children are stressed\, they are unable to ask for what they need. That is an invitation for parents to dig deeper. How might we help our children improve or identify what is going on and provide them with what they need? It may take some coaxing\, but we need to find the source of the frustration\, fear or sadness underneath. The anger expressed is the veneer. In our culture\, it’s easier to show anger\, but that is a mask. \nWe need to invite our children to talk about what is underneath. This will help us come closer to managing their emotional intelligence and creating effective relationships. This is all in our thoughtful response… \n\nFigure out what someone really wants\, provide some or all of it and maybe…\n\ntheir irritating “childish” behavior becomes less frequent leading to maturity and independence\nyou experience more compassion and love leading to a stronger parent/child bond\nyou respond more effectively to an old problem resulting in the disappearance of boomerang issue and a happier family\n\n\nAcknowledge\, be understanding\, listen sympathetically\, encourage and our children will feel heard.\n\nAssumption or Fact?\n\nOur children will always need our help.\nWe always know what is best for our children. This comes from “if we do it for them\, they will learn to do it for themselves\,” “our way of doing things is better\,” “if they don’t need us as much\, they won’t love us as much.”\nA good parent does as much as possible for a child. “If I’m too strict\, they will hate me\,” “children of stay-at-home parents are less independent than those of working parents\,” “the way my parents raised me will work just fine for me\,” “parents who push their children toward independence do not really love their parents.”\n\nAssumptions Tool Kit\nUnreasonable assumptions can keep you from understanding the truth about situations\, other people and yourself. Annie asked the audience to name one of their parenting assumptions and then ask themselves: \n\nWhere did that assumption come from?\nHow does that assumption help me?\nWhat problems has that assumption caused?\nHow might things be different if that assumption was wrong?\n\nParents must decide whether they still want to parent with that assumption. \nIt’s all about…\n\nmaking our expectations of children’s behavior online and offline crystal clear\nteaching them to take care of themselves and be mindful of the feeling of others\ngiving them age appropriate opportunities to use their judgment and help them de-brief after mistakes\n\nIf we parent well\, children will eventually not need us\, but they will always need and use what we have taught them. Children will go to their peer group. Make sure they use their judgment and are good judges of character when they are with their peers. \nQuestions\nThe following questions were addressed at the end of Annie’s presentation. \nQuestion 1. When is it age appropriate to give a child a cell phone?\nAnnie suggested to not give a child a cell phone before 6th grade and when given there should be appropriate guidelines. Children should know that cell phones can be weapons\, they need to know about text messages. With more maturity\, the less likely children will do something silly. \nQuestion 2. How to come up with consequences that are not punishment\, but teach a child the lessons needed in terms of turning school assignments in on time? Parent allowed long break after school with homework starting after dinner.\nAnnie felt that the 1 hour ½ break given the child after school was too long. Parents should renegotiate and ease homework in earlier. She suggested following a schedule: snack\, 30 minute screen time\, homework started before dinner. Students have a “contract” with their teachers and if the child does not deliver\, the teachers will offer the consequence. Once child has fulfilled the expectations\, it could be a good time for parents to offer more screen time in return. \nQuestion 3. How to teach children the difference between real and fake friends?\nAnnie mentioned that children already know the difference. She suggested to acknowledge the goodness in the child\, to talk about the definition of a good friend vs. another kind of friend. Ask child to evaluate his/her friends and determine which category each one falls in. It is important that children not turn off their empathy and that they not feel used\, taken advantage of or no longer trusted. Children deserve good friends and should create space from those who are not. \nQuestion 4. Should a child have a computer in the bedroom?\nAnnie asked the parent what her instinct was. The parent said that it was to not have one. Annie then asked if her child was honest and of good judgment. Annie mentioned that the child could give the parent her best case of why she wants a computer in her room\, for the parent to let the child know that the parent has the power to grant the request and ask the child to anticipate what the parent feels. \nQuestion 5. How far do we let a middle school aged child fall?\nAnnie asked the parent if the teachers were aware and whether they were working with the child. Parent was concerned that teachers are not responding right away. Annie suggested that parents step in as part of the team. \nHow to reach Annie:\nAnnie’s books are available on her website: anniefox.com. Her latest book for adults is now available: Teaching Kids to Be Good People. She can also be reached by email at annie@anniefox.com\, by facebook on facebook.com/cruelsnotcool and via twitter at twitter@annie_fox. \nHandouts from Annie Fox: \n\nA Parent’s Pledge\nBroken Kids\nDoing the Right Thing
URL:https://www.parentscouncil.org/event/2012-pcw-fall-speaker-annie-fox/
LOCATION:National Presbyterian School\, 4121 Nebraska Avenue Northwest\, Washington\, DC \, 20016\, United States
CATEGORIES:Events,Speaker Series
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DTSTART;TZID=America/New_York:20120920T084500
DTEND;TZID=America/New_York:20120920T113000
DTSTAMP:20260424T123619
CREATED:20160406T182429Z
LAST-MODIFIED:20160823T175347Z
UID:1866-1348130700-1348140600@www.parentscouncil.org
SUMMARY:2012 Fall Orientation: featuring Michelle Kriebel on Top Ten Parenting Tips
DESCRIPTION:Michelle Kriebel\, a parenting expert\, presenting the “Top Ten Parenting Do’s and Don’ts”.\n\nEvent Summary\nMichelle’s presentation highlighted ten top parenting tips geared for parents of children ages K-12. She stressed that the list is not absolute\, but merely a suggestion of helpful ideas\, opinions and thoughts for families to start a conversation. \nShe first asked everyone to take a deep breath\, relax and think about how or where they would like this year to go for a few minutes. Members of the audience then shared some of their thoughts before Michelle launched her top ten tips. \nTip #1: Own your imperfections\nOur children are both impressed and sometimes intimidated by us. Parents can seem as solid as a brick\, so perfectly together. However\, she noted that when you look closely\, bricks are not actually perfect. There are visible imperfections and cracks. It’s healthy for parents to be aware of their imperfections and for families to laugh and talk about them collectively. Being perfect (or trying to be) sends a potentially negative message that children need to do everything and do it well. It’s important to show our vulnerable side in an age appropriate way\, to let our families know that we do not always have it all together. Michelle then asked the group to share their imperfections or mistakes with each other and an energetic conversation ensued. \nTip #2: Create a family bucket list\nMichelle mentioned that we all get caught up with everyday life and suggested sitting down as a family at the beginning of the year to create a bucket list framework: what would each member like to do in this lifetime? The list should not include chores or goals\, but rather fun or creative desires related to travel\, hobbies and interests. Such lists are necessary to give families something to celebrate together and to force parents to really listen to what their children want to do. It is a great opportunity to get to know them better. Michelle again asked the group to write down three things on their list that they want to experience in life. A few members shared their thoughts with enthusiasm. \nTip #3: Balance/scale your family’s media diet\nMichelle pointed out that the world is different today. With technology always evolving\, changing and available 24/7\, it’s important to ask the right questions about technology use in the family household and make sure to have appropriate conversations. “Is technology use fixing boredom or being used with intention?” Children who are using technology out of boredom can be in a very dangerous place. The intentional use of media such as researching a topic or sitting down to watch a TV program as a family is ok and can actually be a great educational source. She also mentioned that using technology on the bus ride home is ok for children to decompress. Technology overuse is a problem because it detracts from real creativity\, learning and imagination. She urged families to have technology downtime\, to learn how to put technology and gadgets down or away. She cautioned parents that they really do not know the extent of what their children are seeing and hearing and that some of it can be scary and/or inappropriate. \nTip #4: Focus on your priorities\nUsing a glass jar full of large plastic balls representing priorities in one’s life\, Michelle stressed that it’s easy to get bogged down with the little\, insignificant things in everyday life represented by the small beads that settled in between the balls in the jar. Parents should work hard to stay focused on the big things and not worry about the small stuff. If the beads are placed first in the jar\, there is no longer any room for the balls to fit. We need to start with the big stuff that we care about and that is meaningful to us first instead and challenge ourselves to think of our key values. She then asked members to discuss the “beads” that fill up their “jars” and create a source of frustration. She then further challenged the group to find solutions to eliminate the small stuff and focus more on the important issues. \nTip #5: Establish a “family friendly” calendar\nHave your children engage in activities that they really like rather than activities that are a means to an end. This latter aspect of over-scheduling is what causes children stress. They need to look forward to fun\, not feel rushed. The calendar should not be just about the children\, but also include events for the whole family or just for parents. Weekends tend to revolve around the children’s schedules in the United States as parents feel pressure to cater to their children and have them do it all\, but it’s important not to plan every activity around the children and reassess priorities. Members shared activity ideas to do as a family and discussed solutions to lessen feeling overwhelmed. \nTip #6: Turn off\nChildren and families need down time to “do nothing.” Michelle referenced the book Don’t Just Do Something\, Sit There! by Silvia Boorstein that offers a three-day retreat plan on how to achieve calm\, clarity and joy through meditation practices. She urged that time outside of school hours should be used as true downtime. Waking up at 8 a.m. on a Saturday to meet with a tutor is not an example of good use of non-school time. \nTip #7: Don’t get caught up in the group!\nTaking volunteers from the audience\, Michelle asked six people to try and balance a stick resting on their fingers. The task was easy performed individually\, but when everyone was asked to work together\, it was almost impossible to meet the goal. The main point of the exercise was to show that it’s hard to hold the line on particular issues that you as a parent may care about when other parents who are involved may have different priorities/values. \nTip #8: Minimize the distance between where you are and where you want to be\nMichelle quoted the phrase “pain is certain\, suffering is optional.” Parents need to do their best to accept what’s in front of them and live in the moment. \nTip #9: Recharge\nBe aware that it’s important to do things for yourself that will give you renewed energy. You are letting your children down if you are not whole. \nTip #10: Set boundaries\nParenting is not a popularity contest. Children benefit when parents say no to things in their lives. We must set boundaries not only for our children\, but for ourselves and we should never try to be our children’s best friend. \nIn conclusion\, all of the props that Michelle had used for each “tip” formed a happy face. She explained that we are not robots; we are not the same as others and parenting needs to be approached differently. There is no straight way to parenting\, but rather it is a culmination or combination of all of the tips together. \nEvent Agenda\n8:45-9:15 Light Breakfast/Meet and Greet \n9:15-9:45 Orientation \n\nWelcome from National Cathedral School\nWelcome from PCW President and Introduction of Board members\nOverview about Parents Council\n\n9:45 – 10:15 Break out session with board liaisons \n\nDuties of PCW representatives\nAnswer questions\n\n10:15-10:30- Short Break \n10:30-11:40 Speaker\, Michele Kriebel\, Parenting Expert\, “The Top Ten Parenting Do’s and Don’ts!” \n11:40-11:45 Wrap Up
URL:https://www.parentscouncil.org/event/2012-pcw-fall-kick-off-featuring-michelle-kriebel/
LOCATION:National Cathedral School\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
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DTSTART;TZID=America/New_York:20120510T090000
DTEND;TZID=America/New_York:20120510T120000
DTSTAMP:20260424T123619
CREATED:20160406T182428Z
LAST-MODIFIED:20160818T142505Z
UID:1865-1336640400-1336651200@www.parentscouncil.org
SUMMARY:2012 PA Presidents’ Forum
DESCRIPTION:The Parents Council of Washington hosted its annual Parents Association Presidents Forum on Thursday\, May 10\, 2012 at the Washington Episcopal School in Bethesda\, Maryland.  Current and incoming Parent Association Presidents from PCW member schools were invited to attend this networking event.  The program included a panel presentation featuring Erin Seale\, PA President of the Langley School\, and Mimi Youmans\, PA Head Clerk of the Sandy Spring Friends School\, who shared their valuable insights on the leadership role of the PA President in their school community. \nFollowing their remarks all of the PA Presidents attending the event engaged in an informative discussion on how to be successful in this important role. \nThe two Chairs of Parents Association Presidents Forum\, Elizabeth Glabus and Melanie Mason\, welcomed all of the PA Presidents to this PCW sponsored program.  They introduced Mrs. Susan Stern\, the Elementary Grades Director at the Washington Episcopal School\, who gave a warm welcome to all of the PA Presidents\, PCW Board members and guests and presented an overview on the many activities and school sponsored travels of the WES students this spring.  Melanie Mason\, a PCW Board member\, began the Forum by presenting the question\, “If I knew then what I know now…” and asked each of the two panelists to share their insights as they approach the end of their PA President tenure. \nErin Seale\, the current PA President at the Langley School\, began her remarks by suggesting that the role of PA President would be best served by a two year term.  Based on her experiences\, there is not enough time to look at the big picture and plan for the future when you are primarily dealing with upcoming current events at your school.  The calendar is set so early that it is difficult to plan strategically when you only serve for one school year.  She recommended to the incoming PA Presidents that they begin their strategic planning now and consider those events that you would like to change in order to better serve the parents and the school community.  In addition\, Ms. Seale emphasized the importance of the Chair Elect and stressed the need for that parent to be given a significant role in the Parents Association.  One of the main events on the Langley School calendar is the Fall Fair\, which requires over 100 parent volunteers.  Ms. Seale remarked that in past years the Parents Association found recruiting all of these volunteers to be a challenge and they often did not have all of the volunteers needed until the week before the event.  Now they manage a computerized listing of all parent volunteers for school events throughout the year\, which has been highly successful.  The audience discussed several options that schools use to recruit and manage their volunteer listings online\, such as Volunteerspot\, Survey Monkey\, Sign-Up Genius\, and PTO Manager.  Some Parents Council member schools noted that they have a Parents Liaison\, who is a paid staff member of their school\, assist them in working with all of the parent volunteers. \nMimi Youmans\, the present PA Head Clerk at the Sandy Spring Friends School\, spoke to the PA Presidents about her tenure in the Parents Association leadership role.  Although the title is Head Clerk\, the position is that of a PA President.  She also said how helpful it was to her to be the Assistant Head Clerk last year\, which gave her an opportunity to “get a great sense of the flow of events last year.”  When reviewing her role this year as PA Head Clerk\, Ms. Youmans stressed the importance of consolidating communications within your school.  Effective and timely communications with parents is an ongoing challenge at most schools\, and it is important to find the best way to reach out to parents with information about Parents Association news and events.  Some schools include Parents Association news about upcoming events as part of the school newsletter.  Others permit the PA to send out information directly to parents either via the Parents Association or through grade representatives.  It is important to be creative in your communications and also to effectively market your PA programs and events to your parent community.  Most of the PA Presidents in the audience agreed that the school administration reviews these communications before they are distributed electronically to school families.  One PA President remarked that it would be helpful if parents could self-select the information they want to receive electronically from the school and the Parents Association by email addresses.  There was consensus among the PA Presidents that we must consistently reach out to our parents and follow-up with R.S.V.P.’s and thank you acknowledgements.  The PA Presidents noted that virtually all correspondence with parents and families is now done electronically and there is very limited use of US Mail.  Lastly\, it is helpful for parents to be able to access previous PA announcements and newsletters in the online archives on the school’s website. \nFollowing the presentations by Erin Seale and Mimi Youmans\, the discussion on the role of the Parents Association President was opened to a Questions and Answers session for all of the participants.  The PCW Co-Chairs\, Elizabeth Glabus and Melanie Mason\, moderated the discussion and presented several subjects for the panel to consider.  The questions and responses included the following topics: \n\nHow does your school communicate with parents during an emergency?   The majority of the PA Presidents said that their schools use emails\, text messages and robo calls to notify parents during an emergency.\nWhat is the structure of your Parents Association Board?  The Langley School PA Board consists of ten members\, including the Chair\, Past Chair\, Secretary and at-large members.  The PA Board does not have a Treasurer\, as that role is managed by the school.  The Parents Association meets once each month and the Head of School and the Director of Parent Relations are invited to attend.  The Sandy Spring Friends School does have a Treasurer as part of the Parents Association Board and the Head of School does not attend PA Board meetings.  Holton-Arms has a Volunteer Coordinator position on the PA Board.  This Board member serves for a two-year term and uses online sign ups to help connect parent volunteers with various PA committees.  At the Washington Episcopal School\, the Director of Development serves on the Parents Association Board and the PA President is a member of the school’s Board of Trustees.\nAre Parents Association Meetings open to all parents?  One PCW member school has two open meetings each year and minutes of these all-school meetings are published for those who did not attend.  At the River School all parents are invited to attend Parents Association meetings.  The Langley School hosts a speakers series at their PA meetings to encourage more parents to attend the eight meetings held each school year.  At the Browne Academy they host evening speakers and serve food and provide child care to make it easier for parents to attend Parents Association programs.\nHow do you use social media to communicate with your parent community?  Several of the PA Presidents shared that they maintain a Facebook page to reach out to more parents and that this has been very successful.  The Head of School at the Browne Academy has a Twitter account.  The Langley School has found Facebook to be an effective way to communicate with alumni students.  The Communications Director at the Sandy Spring Friends School manages the Facebook page on behalf of the school community.  The Parents Association Presidents discussed that Facebook is more appropriate for “soft news” such as sporting events\, photos\, etc.  The McLean School features more “human interest” stories on their Facebook page.\nHow do you encourage more volunteers for your Parents Association?  The Heights School plans a Wine and Chocolate evening event in September at which parents are encouraged to sign-up for committees and activities throughout the school year.  It is important to remind parents that you will become more a part of the school community if you participate in the Parents Association.  Some of the Parents Association Presidents remarked that a personal request or phone call may encourage more parents to volunteer.  At the Washington Episcopal School they host a golf outing to invite fathers to participate.  Many of the PCW member schools have Fathers Committees and host events for these parents to share in the school experience.  At the Sandy Spring Friends School\, the fathers have a “Dads Diner” where they prepare and sell food as a fundraiser for the school.  Fathers are encouraged to volunteer as grade representatives and to serve on the Parents Association Boards at all PCW member schools.\nDo your schools sponsor auctions as fundraisers?  Some of the PA Presidents shared that they sponsor auctions as important fundraising events for their school community.  The proceeds from these types of events are directed towards areas such as technology\, scholarships and financial aid\, after school programs and enrichment programs for teachers.\nHow do you welcome new families into your school community?  At the Sheridan School the Parents Association works with the Admissions Office to create a Buddy program for new students and their families.  In addition\, they reach out to the new families throughout the school year.  At the Washington International School the PA President meets all of the incoming families and they are welcomed to the school community at a picnic in early September.  The Commonwealth Academy prepares a booklet of “Frequently Asked Questions” that is given to all new families as a helpful reference guide and includes a wide range of topics such as PE clothing\, auctions\, lunch programs\, etc.  Other schools host ice cream socials and cocktail parties to welcome new students and their parents to the school community.\nHow does your nominations and elections process work to build your PA Board?  Some of the PA Presidents stated that the nominations are requested on the Parents Association website.  Others are selected by a Nominations Committee or the Executive Committee and then often vetted by the school administration.  At most schools\, the President and President Elect leadership model is helpful in planning for leadership transitions for the Parents Association.\n\nElizabeth Glabus and Melanie Mason\, the PCW Co-Chairs of the Parents Association President Forum\, thanked each of the PA Presidents for attending this important event and for their thoughtful and insightful comments.  They hoped that the discussions were helpful and wished all of the participants the best of luck in the coming school year.
URL:https://www.parentscouncil.org/event/2012-pcw-papto-presidents-networking-transition-coffee/
LOCATION:Washington Episcopal School\,  5600 Little Falls  Dr.\, Bethesda\, MD\, 20854\, United States
CATEGORIES:Events,Parent Association President and PCW School Representative Events
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20120425T090000
DTEND;TZID=America/New_York:20120425T120000
DTSTAMP:20260424T123619
CREATED:20160406T182421Z
LAST-MODIFIED:20160818T162543Z
UID:1824-1335344400-1335355200@www.parentscouncil.org
SUMMARY:2012 Middle School Student Leader Breakfast
DESCRIPTION:The Parents Council of Washington hosted the Middle School Student Leader Breakfast on Wednesday\, April 25\, 2012 at the Potomac School.  Fifty-four seventh grade students representing Parents Council member schools were invited to attend this event.   Each student was accompanied by an administrator\, teacher or counselor from his or her school. \nThe students participated in a moderated large group discussion on important topics and then continued sharing their insights in smaller group settings.  The administrators and faculty members participated in an informative session on facilitating meetings and open dialogues which was led by Jerry Kountz\, the Intermediate School Head at Potomac. \nBetsy Mandel\, Parents Council Board member and Past President\, welcomed all of the students and administrators to the Middle School Student Leader Breakfast.  She thanked the Potomac School for hosting this unique program for the third year and introduced Jerry Kountz\, the Intermediate School Head.  Mr. Kountz welcomed all of the attendees and congratulated the students on their selection to represent their school at this important Middle School program.  He noted that this forum is a great opportunity for all of the participants to have meaningful conversations about what is happening in our schools and how we can work together to improve our school communities.  Following an overview of the two simultaneous sessions that were planned for the students and the administrators\, he introduced Michael Fishback\, a Humanities teacher in the Intermediate School\, who served as the Moderator for the student session. \nMr. Fishback gave a warm welcome to all of the students and encouraged them to actively engage in the discussions during both the large and small group sessions.   As rising eighth grade students in schools throughout the Washington\, D.C. area\, the students are in a position to affect change and positively influence the students and adults at their schools.  It is important for the students to share the common concerns of their peers and also to collaborate on ideas and suggestions that they can then bring back to their school communities. \nTo begin the large group discussion\, Mr. Fishback asked a series of questions and asked the students to “Get Up and Move” to another chair in the circle and then speak to the new students seated next to you.  The questions included: \n\nYour family has a pet that is not a dog.\nYou traveled somewhere within the U.S. over spring break this year.\nYou have performed for an audience in the past year.\nYou have attended a school other than your current school.\nYou have at least one really good teacher this year.\nYou have a friend who felt stress in the past week.\nYou chat online on a regular basis.\nYou have a good system for your own time management.\nYou have ever witnessed someone being bullied or excluded.\nYour school has “cliques” of any kind.\nYou had a disagreement with a parent in the last week.\n\nFor some of these questions\, Mr. Fishback asked the students to share their Middle School experiences with the entire group.  The issues and challenges the students described were focused in five major areas.  These discussion topics were: \n\nGood time management both at school and at home\nMeeting their teachers’ expectations\nMaintaning the trust and respect of their parents\nManaging the expectations of their parents and coping with stress\nManaging their social life including issues such as cliques\, friendships and dating.\n\nStudents spoke of the challenges of organizing their daily schedules so that they are able to complete all of their assignments and prepare for upcoming tests.  Some students felt that the academic workload is becoming more difficult and teachers are not always realistic in the amount of homework each student can manage given their other extra-curricular activities.  Parents encourage their children to excel in all of their classes which can create stress both at school and at home.   The students want to meet their parents’ expectations\, but feel that their parents do not always understand the complexities of their daily lives.  In addition\, the students commented on the many distractions that they need to manage\, including television and the internet. \nAnother important aspect of their Middle School experience is the dynamics of their social lives and friendships.  Many of the students shared that their social life impacts their focus in school.  Their friendships are constantly changing and they are developing relationships with their peers that are not as directly influenced by their parents as when the students were younger.  Some students expressed their desire to become more independent and take more responsibility for their own schedules and school work.  Several students indicated that they were aware of bullying in their grade at school\, and others commented that exclusion represents bullying as well.  Throughout the large group discussion it was evident that the friendships that the students share play a significant role in their Middle School lives. \nFollowing the large group discussion\, Mr. Fishback asked the students to form smaller groups and to then discuss these five important topics in two small group sessions.  The students shared their ideas and suggestions with one another without an adult moderator and then one student presented a brief summary of their small group discussion to the entire group of students. \nDuring the student session\, Mr. Kountz along with Barbara Pommer\, the Potomac Middle and Intermediate School Counselor\, conducted a workshop session with the administrators and faculty members who accompanied the student delegates.  The program was designed to offer guidance on facilitating effective meetings.  To illustrate the concept\, Mr. Kountz asked each administrator to consider “Six Thinking Hats.”  Each colored hat represents a way of thinking and “when we change our hats\, we change our thinking.”  He described the “Six Thinking Hats” as follows: \n\nWhite – data\, figures\, information\nRed – feelings\, emotions\, intuition\nYellow – values\, benefits\, positive usefulness\nBlack – cautions\, dangers\, problems\, weakness\nGreen – creativity\, novel ideas\nBlue – process thinking – leader of meeting\n\nBy considering each of these styles of thinking\, participants will be able to keep meetings focused and more efficient.   It also allows individuals to express their emotions at the appropriate times in a nonthreatening setting.  Meetings will become more productive and participants will be less likely to think negatively on a specific topic of discussion. \nTo conclude the Middle School Student Leader Breakfast\, all of the students and the administrators and staff members joined the Parents Council Board members to share closing remarks.  Lisa Jobe and Laurie Kirk\, the PCW Middle School Student Leader Breakfast Co-Chairs\, thanked everyone for their participation.  Each of the attendees was encouraged to take ideas and suggestions back to their schools to benefit their Middle School communities.
URL:https://www.parentscouncil.org/event/2012-pcw-middle-school-student-leader-breakfast/
LOCATION:Potomac School\, United States
CATEGORIES:Events,Student Leader Breakfasts
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20120418T090000
DTEND;TZID=America/New_York:20120418T120000
DTSTAMP:20260424T123619
CREATED:20160406T182421Z
LAST-MODIFIED:20160823T171626Z
UID:1823-1334739600-1334750400@www.parentscouncil.org
SUMMARY:2012 Spring Speaker: Andrea McCarren
DESCRIPTION:WASTED: Young and Using – Underage Drinking\nProgram Summary \nThe Parents Council of Washington hosted the annual Spring Representatives Forum at the Stone Ridge School of the Sacred Heart on the morning of Wednesday\, April 18\, 2012.  The highlight of the Spring Forum was the guest speaker\, broadcast journalist Andrea McCarren\, who presented an overview of her series “WASTED:  Young & Using” on WUSA-TV which focuses on underage drinking by students in the Washington\, D.C. area. PCW Representatives\, PA Presidents and interested parents from member schools were invited to attend.  The event began with welcome remarks by Molly La Rochelle\, Parents Council President\, and Catherine Ronan Karrels\, the Stone Ridge Head of School.  Shelley Gunner\, Vice President of the PCW\, shared with the audience a summary of the recent Student Leader Breakfast. \nOn February 8\, 2012\, the Parents Council of Washington sponsored the tenth Student Leader Breakfast for 52 juniors and seniors representing 27 Parents Council member schools.  Shelley Gunner presented a summary of the topics that were discussed by the students in both large and small group settings.  Issues such as time management\, the college admissions process\, bullying\, academic integrity and life after high school were discussed.  In addition\, the high school students presented their viewpoints on important issues including alcohol and drug use in area high schools and the challenges they face as they navigate social media\, such as Facebook.  A more complete Summary of the Student Leader Breakfast is available on the PCW website. \nFollowing the Summary of the Student Leader Breakfast\, Kristen Waksberg\, PCW Board member and Spring Forum Chair\, introduced the guest speaker\, television journalist Andrea McCarren.  The recipient of the Edward R. Murrow Award and eight Regional Emmy Awards\, Ms. McCarren began her career with WUSA-TV in 1991.  A graduate of Vassar and the London School of Economics\, Andrea McCarren taught the first broadcast journalism course at Harvard.  In addition\, she has covered the Clinton Administration for ABC News and traveled extensively around the world.  Recently\, Ms. McCarren’s series “WASTED: Yound & Using” has focused media attention on the prevalence of underage drinking in the Washington\, D.C. area. \nMs. McCarren began her remarks to the Parents Council audience by referencing research conducted by Penn State University which revealed that one out of every five teenagers binge drinks\, while only one out of 100 parents believes that their teenage child binge drinks.  This gap is significant and is cause for concern among parents.  In some cases\, underage drinking can have tragic consequences as shown in Ms. McCarren’s video entitled Desaleen’s Story which can be viewed at:http://wusa9.com/news/article/197734/435/Teen-Records-Fatal-Drunk-Driving-Crash-As-It-Happens.  This heartbreaking documentary tells the story of young students who were involved in a fatal car accident because they were driving at 94 m.p.h. while under the influence of alcohol.  Desaleen hopes that other teenagers will learn from her mistakes and listen to her compelling message. \nAs part of her investigation for her Channel 9 WUSA television series\, “WASTED: Young & Using\,” Ms. McCarren discovered that one Washington\, D.C. retailer was frequently selling alcohol to minors.  Through lengthy videotaped surveillance\, Ms. McCarren witnessed students entering the Town Square Market on MacArthur Boulevard and then leaving with purchases of beer and alcohol.  The license plates on the automobiles driven by the students were from D.C.\, Maryland and Virginia.  When interviewed in the parking area\, the teenagers acknowledged that they were able to purchase alcohol without providing identification proving that they were 21 years of age or older.  However\, when Ms. McCarren entered the store and spoke to the owner\, he denied selling alcohol to minors.  The owner was subsequently arrested and a trial in D.C. Superior Court is pending.  The full video was shown to the Parents Council and can be viewed at: http://www.wusa9.com/news/local/story.aspx?storyid=188243. \nMs. McCarren stated that her research on this important issue indicates that 26% of high school students acquire alcohol through their parents or other family members.  During a ride-along with Montgomery County Police\, she was on the scene of a party in a private home where underage drinking occurred.  Most of the students were 16 years of age and 35 students received citations from the police.  The parents of each of the teenagers attending the party were asked to come to the location of the party to take their children home.  As a result of her coverage of this incident and her series “WASTED: Young & Using\,” Ms. McCarren received numerous threatening emails\, some of which were forwarded to law enforcement for the protection of Ms. McCarren and her family. \nThe question was asked\, “What can we do as parents?” to help protect our children and to encourage them to make good decisions when faced with difficult situations.  Ms. McCarren suggested that attending a court proceeding involving a drunk driver and listening to Victim Impact Statements can have a meaningful impact on many teenagers.  It is important for our students to fully understand the possible consequences of their actions.  To conclude her remarks and to highlight a positive story\, Ms. McCarren shared the video of Dillon Lewis\, who was intoxicated and seriously injured in a single car accident.  The video includes an interview with him at the University of Maryland Shock Trauma Center as he describes how grateful he is to have a second chance after his drunken driving accident.  The video can be found at:http://www.wusa9.com/news/local/story.aspx?storyid=189287. \nFollowing her presentation\, Andrea McCarren answered questions from the Parents Council audience regarding underage drinking by students.  Ms. McCarren offered suggestions for parents on how to communicate with their children as well as with other parents in their school communities.  In closing\, she thanked the parents for their support and for attending the Parents Council Spring Forum to discuss this important issue.
URL:https://www.parentscouncil.org/event/2012-pcw-spring-rep-forum/
LOCATION:Stone Ridge School of the Sacred Heart\, 9101 Rockville Pike\, Bethesda\, MD\, 20814\, United States
CATEGORIES:Events,Speaker Series
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20120309T120000
DTEND;TZID=America/New_York:20120309T140000
DTSTAMP:20260424T123619
CREATED:20160406T182421Z
LAST-MODIFIED:20160824T201005Z
UID:1822-1331294400-1331301600@www.parentscouncil.org
SUMMARY:2012 Deans' Luncheon
DESCRIPTION:
URL:https://www.parentscouncil.org/event/2012-pcw-deans-lunch/
LOCATION:Landon School\, 6101 Wilson Lane\, Bethesda\, MD\, 20817\, United States
CATEGORIES:Events,Upper School Dean of Students Program
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20120301T083000
DTEND;TZID=America/New_York:20120301T120000
DTSTAMP:20260424T123619
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:20260424T123619
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:20260424T123619
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:20260424T123619
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:20260424T123619
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:20260424T123619
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:20260424T123619
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:20260424T123619
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20110309T120000
DTEND;TZID=America/New_York:20110309T140000
DTSTAMP:20260424T123619
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20110208T083000
DTEND;TZID=America/New_York:20110208T120000
DTSTAMP:20260424T123619
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20110120T084500
DTEND;TZID=America/New_York:20110120T113000
DTSTAMP:20260424T123619
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:20260424T123619
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:20260424T123619
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20100921T090000
DTEND;TZID=America/New_York:20100921T120000
DTSTAMP:20260424T123619
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20100525T090000
DTEND;TZID=America/New_York:20100525T120000
DTSTAMP:20260424T123619
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
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