December 2008
Inclusions
The Newsletter of the Children’s School PS 372 PTA
Math Ability Grouping
By Carey Johnson
You might be surprised to learn that at The Children’s School, as
in most elementary schools across the City, children are grouped
by ability for at least some part of reading, writing and math
instruction. And in 4th and 5th grade, math ability groups span
the whole grade and aren’t just composed of children within the
same classroom.
Wait a minute! Isn’t The Children’s School all about inclusion?
About including everybody all together all day?
“Celebrate Color” MS 113
Well, sort of. The Children’s School is about “differentiated
instruction,” offering choices and tailoring teaching to the needs
of each student while keeping that student anchored to a
particular classroom and community. As our philosophy states,
“Children are successful because staff modify their teaching
to meet the needs of each child in the classroom, addressing
individual abilities and disabilities.”
Ability grouping for specific skills is widely viewed as having
strongly positive academic and even social effects. Ability
Continued on page 4
 Fall Thank You’s Principal’s Report
Inclusions
PIZZA FRIDAYS: Thanks to Yvette Ortiz, James Lola, Pauline Toole, Betsy Klompus, By Arthur Mattia
and Ellen Simpao. We couldn’t do it without you! So far, we have generated over
The Newsletter of the Children’s School PS 372 PTA $5000! WELCOME BACK EVERYONE! This just goes to show why I believe
I can’t wait to tell you how excited I am The Children’s School is a place that
Editorial: PICTURE DAY: Thanks to Aviva Shapiro, Sandra Schmitt, Paula Beer Levine, and about the new school year. Since the develops not only the minds of children
Maria Schneider Victoria Cernos who helped the children put their best faces on. first day I walked through the building, but also their hearts.
I’m getting nothing but positive vibes.
LICE CHECK: Thanks to Ruthanne Gersten and Deanne Solokin for spearheading this Students are settling into their new Over the course of the summer we
Layout & Graphics:
project for us again and avoiding another scourge! nesting grounds and preparing for lost a few key staff members but let
Maria Valencia-Palomo another great learning experience. The me assure you that their replacements
BOOK FAIR: Thanks to Carey Johnson, Paula Beer Levine, Ellen Simpao, Carolyn parent conversations I’ve had seem are highly qualified educators who are
Ad Sales: Batzdorf, Alyson Lurie and the many other parent volunteers. to echo my feelings and any concerns a great fit for our community. Their
Maria Schneider have been minor and easily remedied. transition into our school has been
Candy/Gift Wrap Sale: Thanks to Felicia Eve, Barbara Clark and Maria Spencer smooth and seamless.
Contributors: As with any new beginning, there
Directory: Thanks to Aviva Shapiro, Ellen Simpao and Roxanna Velandria for producing is a certain amount of anxiety and Another exciting event is that our
Alison Bowers
this vital resource. apprehension for both children and off-site program for students with
Irina Bulmash
parents. As a result, staff has been autism formerly housed in PS 27 has
Celeste Coughlin The New Blog: Thanks to Elizabeth Santiso and Donna Schneiderman for bringing us busy scheduling meetings to reassure been relocated to MS 113 and we’ve
Felicia Eve into the 21st century! everyone that things will be fine and increased the number of classes from
Maria Hodermarska their young ones are in good hands. four to six. Assistant Principal Rosa
Coordinating the Class Parents: Thanks to Katie Longstreth and Alison Henin Amato will continue to be the force
Carey Johnson
Bowers The classrooms continue to be chock full of activities. Besides behind the scenes and Ms. Barbara, who has returned full-time,
Charla Jones their daily dosage of reading, writing and math, students will will split her time between the two sites.
Artie Mattia continue to do community building using Conflict Resolution
Kristin Mensing lessons as a guideline. We opened up the year with an assembly The new inclusion Middle School is at the top of my agenda and
on bullying and it is my intention, budget permitting, to bring in I am working with the superintendents of Districts 75 and 15 to
Ann Murphy Inclusions needs your help! additional resources to help staff and students deal with any see how they can help. The parent body is also getting involved
Steve Quester
situations that may come up on this topic. Ms. Maura and Ms. and I appreciate your support. We’ve been patient long enough;
We love INCLUSIONS, but cannot do it alone.
Ellen Simpao Barbara will be looking to pick up where we left off with the the time to act is NOW! Keep your fingers crossed.
Here’s what you can do:
Sandi Stratton Gonzalez Campaign for Kindness so start looking out for hands posted
Design and Layout throughout the school stating acts of kindness toward one The list goes on and on but the biggest joy I receive is listening
Jane Tomkiewicz ___
another. to the buzz of children throughout the building. Their smiles
Maria Valencia-Palomo Write Articles (teacher profiles, newsworthy events, features)
___ and their special ways motivate me in a way that words can’t
Roxanna Velandria Scan Artwork Word study, guided reading, ongoing assessment and Teachers describe. They bring such joy to my heart and music to my ears.
___
Lauree Wise College professional development are still an active part of your In the movie, August Rush, the line “the music is all around us, all
Ira Yankwitt Photograph School Events and Children’s Performances child’s curriculum. Assistant Principal Cathy Sarno and Literacy you have to do is listen” resonates throughout the building and
(digital or film) Coach Holly Bowers will continue to share their expertise says a lot about who we are.
___
wherever the need arises, assisting staff and lending a guiding
Sell Ads to Community Businesses to Help Inclusions hand when called upon. Everywhere I turn I see happy children. With that in mind,
Become Self-supporting how could I not be excited? It’s nice to be back. Thank you for
When we look at the big picture, we see academics and everything you do.
Please email mariaschneider@verizon.net respect for everyone in a positive and nurturing environment.

Inclusions • PAGE  Inclusions • PAGE 


Anna K-3
Joseph 1-1 Rosie 5-1 Gabriella K-1
MATH ABILITY GROUPING (Continued from page 1)
grouping is distinct from “tracking,” the practice of segregating Ability grouping at The Children’s School meets Slavin’s five
“smart,” “average” and “slow” kids in separate classrooms for all requirements. Reading, writing, and (in the early grades) math
or some academic subjects all day long. Tracking has been pretty groups are often formed on an ad hoc basis to address very
much discredited as a general educational strategy.) narrowly defined skills, such as mastering a particular phoneme
(e.g., “-at”), disbanded, and re-formed as other skill needs arise.
The seminal research on the effects of ability grouping was done
by an educational psychologist and researcher, Robert Slavin, in Our teaching teams, aides and student teachers provide enough
1986 and updated in 2003. He found that both within-class ability qualified staff to ensure each group has an adult leader who can
grouping and across-class ability grouping for math or reading teach exactly how and what is needed. Broader subjects such
improved skills for all children without resulting in any loss of as science and social studies are taught to the whole group, and
self-esteem, as long as the following five conditions were met: children spend about 65-70% of their academic day in some
kind of whole-class instruction.
· Grouping should only be for a specific skill, such as
reading or math. By 4th and 5th grade, however, these sorts of ad hoc skill groups
· Group placement should be highly fluid, allowing for get tricky for math, because by then math becomes more
frequent reassessment and reassignment. cumulative.
· Teachers must vary the level and pace of instruction by All groups are fairly evenly balanced by gender. We do have
groups rather than just offer the same instruction. So, while 1st through 3rd grade classrooms typically have three
· Only as many groups as the teacher(s) can adequately highly fluid groups made up of children within one class, in 4th
address should be formed. and 5th grade, teachers have formed six somewhat more static
· Students should identify primarily with their ability groups of children across the grade. Each teacher takes
heterogeneous class. a group and some students must travel to another room to
receive their math instruction from a different teacher.
Inclusions • PAGE 
I spoke with Alison Hass, 5th grade teacher, about ability group-
ing for math in the 4th and 5th grades at The Children’s School:
Why do math ability groups span the whole grade in 4th and
5th grades instead of just within class?
By 4th and 5th grade, there can be a huge range of math knowl-
edge and abilities. The skill range just isn’t as wide in the lower
grades. Because math skills are cumulative, children who aren’t
solid in, say, fractions, can easily get lost and frustrated without
tailored instruction. On the other side of it, some children ben-
efit from a faster pace and more challenge.
How are math ability groups formed?
Several factors go into initial ability group placement: formal as-
sessments from the end of last year, formal assessments at the
beginning of the year, the recommendation of the previous year’s
teacher, statewide test results, and IEP requirements.
How often are the groups re-assessed and re-formed?
During the first part of the year, children frequently move
among groups. Since Everyday Math units run approximately
two weeks, end-of-unit assessment provides a nice opportunity
to re-evaluate group placement. How well children handle their
homework plays a role, too. The groups are pretty static after
December.
How many minutes a day do children spend in ability groups?
Fourth and fifth-graders spend 60 minutes a day (five hours a
week) in math ability groups. They spend about two to four
hours a week in reading and writing ability groups, which are
more specific-skill based. Broader subjects, such as social studies,
are taught to the whole class. [This means that 7-9 out of 30
instructional hours per week are spent in ability groups, or 23%
to 30% of total instructional time.]
How large are the groups? How are teachers allocated?
In general, students who can work more independently are in
larger groups, and students who need more support work are
placed in smaller groups. Teachers trained in special education
tend to work with the children who need more support.
Are the math groups balanced by gender?
more boys in the upper grades, and there are slightly more boys
in both the highest and lowest groups, but the high-low distribu-
tion is about the same for both boys and girls.
Why aren’t there reading and writing ability groups?
Reading and writing can be taught more easily to children with
Inclusions • PAGE 
Pazil 4-3
a range of abilities. The skills needed to participate in a reading
group are more parallel and less cumulative. For example, a
student with relatively weak decoding skills but great compre-
hension can participate in a reading group with another student
who decodes well but isn’t as great at comprehension. So, while
we still ability group for reading and writing, those groups stay
within classes.
Does ability grouping have a negative impact on individual self-
esteem?
Despite the fact that we don’t name, number, or otherwise code
the groups, children are aware of where they stand. But I don’t
believe this negatively impacts their ability to learn. A worse
situation would be to be in a larger group and frequently not
find any success. There is positive benefit to across-class ability
grouping. By moving between classes, dealing with a larger group
of adults, and having to take more responsibility for learning and
homework, children begin to prepare for middle school.
Has the across-grade ability grouping for math caused the chil-
dren to self-segregate? Do you notice an increase in ability-
based name-calling, such as “brainiac” or “stupid?”
One of the most rewarding things to see as a Children’s School
teacher is that while most students in the upper grades may
be aware that some students perform better academically than
others, it doesn’t seem to influence their social group choices.
Are there other opportunities for math enrichment at the
Children’s School?
We don’t have any math-specific clubs. We do have a Lego ro-
botics team that is so popular that entry is by lottery only.
Is there a tension between an inclusion philosophy and ability
grouping?
Ultimately, inclusion is about getting students what they need.
Ability grouping allows us to target-teach in a way that whole-
group instruction would not.

Remembering Sienna
By Kristin Mensing
SIENNA CAVALLO became part of the
Children’s School community in the fall
of 2004 when she started Kindergarten
in Class K-2. A petite, brown-haired girl
with a fun and lively spirit, Sienna was
a wonderful student with many friends.
Her teachers (Ms. Stephanie, Ms. Louise
and Ms. Lynette) remember her bright
smile which greeted them each morning,
her enthusiasm for learning new things,
and her love of Care Bears.
Sienna was in Class 1-1 for first grade, and
again was a successful student and good
friend to many. Ms. Edna remembers
how caring and considerate she was of
her classmates. She was the first and only girl to play with the boys in the big
yard, and was a great support to students with special needs. She had a quiet
strength about her and was not afraid to stand alone.
In May of that year, Sienna’s parents noticed a bump on her leg and after extensive
tests learned that Sienna had osteosarcoma, a form of bone cancer. From that
time on, Sienna received treatment and underwent several surgeries at NY-
Presbyterian Hospital in Manhattan. The hospital became a sort of second home
to Sienna and her family over the next year. As at school, Sienna quickly became
well known and well loved by the doctors and nurses on her unit.
Due to her treatment, Sienna was able to attend only a few days of 2nd grade
(Class 2-3). Ms. Rose remembers one story in particular about Sienna, which
took place at an event celebrating Sienna’s recovery after surgery. When her
teachers entered the room, Sienna was surrounded by her friends and telling
jokes. She told her most famous one: “What kind of bees give milk? Boo-bees.”
Her teachers knew then that she was “one spunky, fun kid”.
She attended school both at the hospital and at home during that year. One way
Sienna was able to participate in her class during this time was through a home
computer connection, set up with the help of Mr. Doug. A video-feed camera
was hooked up from her home to the classroom so that Sienna was able to sit
in on morning meetings, listen to books being read, and keep up with classroom
projects. During 2nd grade, Sienna participated in a Girl Scout Daisy troop in
Staten Island as well.
After more ongoing treatment, another surgery and extensive physical therapy,
Sienna was present for much of last year in class 3-3. She bravely returned to
Inclusions • PAGE 
friends, Sienna was known for throwing great parties, her sense of Sienna and I were in the same class for Kindergarten, 1st grade, 2nd
humor, and most of all for being a great friend. grade and 3rd grade.  She was a nice friend.  One happy memory I
have is when she taught me a fun balloon game to play at parties”. 
From the very beginning, Sienna and her family demonstrated a – Ella Giddings
positive attitude and fighting spirit. It was not long after Sienna’s
diagnosis that Sienna and her parents started to find ways to help Sienna was funny.  Like one time in class she read a poem she wrote
school in the fall with a prosthetic leg and
other children with cancer…by raising money to sew pocket about her brother and the whole class laughed. – Ella Ezratty
crutches, and soon was trekking the many
quilts for other children in the hospital; by raising money for
stairs like a trooper.
Hope and Heroes through parties, stoop sales and golf outings; Conor (Rodriguez) was in class with Sienna from first grade through
and by raising money for Camp Sunshine, where Sienna and her third. When Conor and I talked about the fact that Sienna was going
Her teachers, Ms. Jamie and Ms. Kerry,
family spent a week in the summer of 2007. Sienna made the to die soon and how he/we felt about it, Conor said that Sienna
say they feel so lucky to have been her
CBS news during the New Year of 2008 when “Team Sienna” should be proud that she was “a good friend” in her life, and “that is
teachers. They explain that they learned
(including her brave parents!) participated in the annual Polar one of the best things you can achieve in life”.
so much from her and her amazing family
Bear dip into Coney Island’s frigid waters to raise money for
about the value of honesty, and how
Camp Sunshine (“Freezin’ for a Reason”). Sienna sat next to me in 3-3 and she was in my Haitian dance class
humor can help so much, even in painful
in kindergarten and first grade. She was very kind and friendly. I will
times. They say, “Our experience with
In May of 2008, Sienna’s cancer returned and although several miss her. I feel sad. – Jeremy Goldstein
Sienna and the Cavallos showed us the
rounds of treatment were attempted, these efforts did not work.
importance of community and friendship
After a difficult summer, Sienna died on the morning of August
and how compassionate kids can be.” SIENNA
8, surrounded by her loving and devoted family. Many Children’s
By Ciara Jordan and Maggie Linhart
School families and staff attended her wake and funeral mass.
Ms. Grace (3-3) remembers how
comfortable and confident Sienna was when Friendly, silly,
The Children’s School community will never be the same, as
talking with the other students about her loves pink, care bears,
we have all been deeply affected by Sienna’s life and the lessons
illness and prosthetic leg. She remembers that an amazing girl made of pure pearl,
we have learned from her and her family. Sienna’s short life
these challenges never stopped Sienna from wheelchair races,
was a gift to all who were fortunate enough to have known
participating fully, including dance class with Ms. going to places,
her. As parents, we have learned to count our blessings, not to
Sandi and Field Day (with a little help from her lovely and musical,
take certain things for granted and to keep our own personal
amazing parents). teasing Joe,
challenges in perspective.
bossing Mom,
Ms. Perry (3-3) helped Sienna travel to and from playing with Jake and Jaiden,
But we also have an opportunity for something beyond reflection:
class and describes Sienna as smart, independent, tells jokes with a straight face,
we can follow Sienna’s example not only of courage, but also
determined and always able to enjoy life. She playing games with different friends,
of action. Sienna and her parents met this incredible challenge
adds that her life will forever be enriched by her loves her sweets
by battling Sienna’s cancer every step of the way, while at the
experience with Sienna’s courageous family. and limo parties.
same time finding ways to help other children and families. Just
Sienna, we love you.
this month, Sienna’s mother helped plan, organize and facilitate a
In addition to being a member of Class 3-3,
school-wide fundraiser for Curesearch, giving all of our children a
Sienna also became a friend to the students in
wonderful opportunity to live by Sienna’s example. The Cavallo’s
K-2, where she visited weekly and read to the
gracious, courageous and generous spirit inspire us all to be our
children. K-2 teachers (Ms. Wynette, Ms. Kim and
best selves, no matter what life brings our way.
Ms. Yani) say, “Sienna was able to captivate the
students with her serenity and openness. She
She was a great student and I think she enjoyed every part of her
read to them and was an awesome storyteller.
life - happily.  At her kindergarten birthday party she had a ball
The kids were enthralled by her quiet but quite
swimming in the balls. I’ll miss her. -- Aidan Norr
large personality.”
I like to remember Sienna doing the Mexican dance. She did such a
During that year, Sienna also participated in the
great job. She looked so beautiful in her long flowing skirt. She moved
3rd grade Brownie troop. In addition, she took
like she lived, with grace and determination. -- Ashley Thomas-
dance class in Staten Island and performed in their
Cushing (parent)
recital at the end of the school year. Among her Laurel 1-2
Inclusions • PAGE 
 Sleeping, Eating And Hydrating
Putting “Gas In Your Car”
Unknown MS 113
By PS 372 Occupational Therapists:
Irina Bulmash, Charla Jones, Ann Murphy and Lauree Wise
As we are starting a new school year, we wanted to reach out
to The Children’s School community to offer some general sug-
gestions that are helpful for the success of all children in school,
particularly children who have Sensory Processing Disorder. As
occupational therapists, we study a lot about how the nervous
system helps us perform day-to-day skills. We are most inter-
ested, of course, in helping people function optimally.
When we think of functioning better in school, we think of good
attention, concentration, good listening, sitting still and staying
organized. But how do we achieve this?
Systems such as muscular-skeletal, nervous, digestive and others
all need to be working well, and one system that affects them all
is the sensory system. Sensory input is processed in the brain
and spinal cord, producing an output or “behavior.” Sensory in-
put can be from outside of the body (sounds, lights, touch) or
from inside the body itself (pain, anxiety, disease, physical dys-
function).
Inclusions • PAGE 
The very first area that can be addressed is the basic input into
the sensory system, the “gas in the car.” For us humans, this means
food, water and sleep. In this article, we address these basic but
essential functions because without them, the sensory integra-
tive treatment we conduct in therapy will not be effective.
Let’s start with sleep. During deep sleep our bodies rest, repair
and replenish the neurochemicals. Not achieving a deep level of
sleep leads to decreased function and attention. Many children
with Sensory Processing Dysfunction do not achieve deep levels
of sleep. It is recommended that school age children receive 8 to
10 hours of continuous sleep each night. If your child routinely
gets up in the night, or has trouble falling asleep or waking up,
perhaps s/he is not replenishing the neurochemicals enough to
function each day at school.
In addition to replenishing the neurochemicals, our bodies also
continually manufacture them. As it turns out, the neurochemi-
cals are made in the gut. So there is no doubt that good nutri-
ents are needed to make good neurochemicals. Research shows
that in particular, protein, water and essential vitamins are key.
Also make sure your child is well hydrated. Every cell in the body,
including brain cells, depends on having enough hydration to
function properly. Try to avoid soft drinks and too much juice, as
these are loaded with sugar and additives. Water is the best.
When a child has good sleep, hydration and nutrition habits, s/he
has enough “gas in the car” to participate fully in school activi-
ties. The bodies and brains of children with Sensory Processing
Disorder must work much harder to accommodate for the dis-
comforts that come with poor sleep, nutrition and dehydration.
Therefore, it is essential that these kids start each day with these
three basic regulators.
Quick Tips:
• Create a pre-bedtime ritual with your child.
• Send a water bottle to school every day.
• Include protein (e.g., yogurt, eggs) for breakfast, instead
of sugar and carbohydrates (e.g., sweet cereals, bagels).
Sensory-Ability Follow-up
By Jane Tomkiewicz
I received numerous comments from parents in response to
an article I wrote for Inclusions in the June 2008 issue – “Sense
and Sensory-ability”— about children with sensory processing
disorder (SPD). Parents who had experience with SPD were
appreciative that the article appeared and shared their various
stories with me. Others, who weren’t aware of SPD, expressed
curiosity and interest.
However, there was one important response I received that
compels me to write this follow up note. It was from members
of the OT/PT department here at The Children’s School.
They appreciated the “well-written” (their words) article for
disseminating needed information but wondered why I hadn’t
mentioned occupational therapy in the article. “What do you
mean I didn’t mention OT – I must have mentioned OT, how
could I write the article and not mention OT?” Indeed in re-
reading the article I was utterly shocked to discover my major,
major omission and would like to correct it now.
First of all, let me say that the
personnel who will assist your child
in a sensory gym are occupational
therapists...
In order to give more general information about sensory
processing disorder, I compressed my family’s entire experience
with treatment as follows: “ …if the skeptics had spent time
observing our daughter in laboratory conditions before, during
and after treatment in a sensory gym, there is no doubt that they
would have reached a different conclusion…”
Inclusions • PAGE 
First of all, let me say that the personnel who will assist your
child in a sensory gym are occupational therapists (OTs). In
fact, our daughter only had a few months in an off-site sensory
gym before aging out of early intervention services. When
she transferred to The Children’s School some time later, she
received related services from the school’s occupational therapy
department.
I find OT a very exciting field these days because it is looking at
children in a “holistic” as opposed to a “fix the broken piece” way.
The field has the benefit of greater and greater understanding
of human systems and function. I consider the occupational
therapists at the school very sophisticated, informed and
dedicated. Despite the fact that they don’t have a state-of-the-
art sensory gym here, they understand what they can do with
the equipment they have to work toward the same goals.
We really began to see results within a few months of work
with Irina Bulmash. Eventually, our daughter also worked with
Lauree Wise. We couldn’t have asked for more supportive,
caring providers. They were actively involved in our daughter’s
progress over the years.
In addition to sensory issues, the OT department helps children
with many other issues. Their work can help support children
with difficulties in handwriting – not only by focusing on fine
motor coordination but also by helping to develop core
strength. Despite the fact that the OTs work with a great
number of children at this school, it seems they are an under-
known department. I encourage you to learn more about the
field of occupational therapy today and the work of our OT/PT
department at The Children’s School.
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Inclusions • PAGE 10
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open house dates
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Presentations begin at 2pm & 3pm.
New Site for Autism
Spectrum Disorders Program
By Ellen Simpao
The PS 372/Children’s School program that specializes in autism spectrum dis-
orders (ASD Off-Site Program) opened at a new site this fall. It is now housed
in the MS 113 Ronald Edmonds School, located at 300 Adelphi Street, in beauti-
ful Fort Greene.
This arrangement has a lot of advantages for the 36 students currently enrolled.
There is an entrance solely dedicated to the program and it has its own floor,
thereby increasing the physical space. The ASD Program is located in the base-
ment so that our students do not have to mix with the middle school students.
The building is being rewired so that students will have air conditioning by the
spring, and the site is more accessible for students with physical challenges.
In addition, there are six classrooms, a cafeteria, an adaptive physical education
space (gym), an art studio, an occupational and physical therapy room, a dedi-
cated speech room, a movement classroom, and an outdoor space. A separate
cafeteria allows the teachers to provide instruction during mealtime, such as
practicing social and pragmatic skills. Meal choices are offered so that students
have to learn to discriminate among different foods, make a choice and com-
municate their preferences to staff. The cafeteria also provides a small space for
students when their sensory processes need calming.
For the staff, the neighborhood provides a charming community filled with cozy
coffee shops and retail stores that they can visit during their lunch break.
Rosa Amato is the Assistant Principal of Special Education who oversees the
ASD program. Three new teachers (Marissa Aponte, Kaitlyn Brayer and Eloise
White) have been hired and Daniel Schaffer, the long-time art teacher, now has
an art studio and gallery. Related services (Speech, OT and PT) have their own
dedicated space.
Rosa is starting several new initiatives, including collaborations with local arts
institutions. A neighborhood gallery has agreed to organize a show of students’
creations, complete with a formal opening party. The Brooklyn Conservatory of
Music will provide a movement therapist and music therapist who will visit the
program one day per week and work side by side with Eloise White, our new
movement teacher.
Parents who are wondering about the MS 113 site might be impressed with the
following data: according to InsideSchools.org, this is a selective school with an
active arts program. The school has an enrollment of over 900 students, most
of whom live in the neighborhood. The students wear uniforms, do well on
standardized tests, and are generally well behaved.
Inclusions • PAGE 11
The administration, staff, and students of MS
113 are eager to form a good working relation-
ship with the ASD Program. For example, the
school asked Rosa to attend their opening day
meetings to introduce the staff and the program.
Later on, they asked her for a slide presentation
so that they could educate their students and
staff about the ASD Program. The presentation
included information on the ASD diagnosis and
what to do and not do with children with ASD:
for example, when you see a cute child, do not
surprise him/her by suddenly touching the top of
the head, even if you mean well. Most children,
especially children with ASD, do not like these
kinds of gestures.
Educating the middle school students helps de-
mystify autism and helps them understand why
the children in the ASD Program act the way
they do. MS 113 is also interested in inviting
these children to their performances and creat-
ing new shows just for them.
On the flip side, Rosa has been offering assis-
tance to MS 113 by consulting with the school’s
administrators about some of their children with
special needs and training them on New York
State alternate assessment procedures.
Those interested in enrolling their child in the
ASD Program should speak to their contact at
the Committee on Special Education about a
potential placement.
Olivia 1-3

School Leadership Team
By Ira Yankwitt
The School Leadership Team (SLT) is the body responsible for
writing the school’s annual Comprehensive Educational Plan.
The SLT is comprised of Principal Artie Mattia, UFT Chapter
Leader, Steve Quester, PTA President, Felicia Eve, and five other
staff members and six parents, elected for two-year terms by
their respective constituencies. SLT meetings typically occur
on the first and third Tuesdays of each month at 7:30 a.m. A
schedule of upcoming meetings can be obtained from Parent
Coordinator, Roxanna Velandria, or from SLT Chair, Ira Yankwitt
(IYankwitt@schools.nyc.gov). All members of the school com-
munity are invited and enthusiastically encouraged to attend.
The Comprehensive Educational Plan (CEP) articulates the
school’s overarching goals for the year. As of early November,
the SLT is in the process of writing this year’s CEP. We are draw-
ing on data compiled through last year’s Quality Review, Learn-
ing Environment Survey, and student assessments, as well as on
anecdotal feedback from parents and staff.
Among the needs the SLT has identified are:
• improving the flow of information between related service
providers • classroom teachers and parents • increasing the
timeliness of communications between related service provid-
ers and parents • identifying the academic interventions and
strategies necessary to support students scoring 1s or 2s on
state exams• increasing understanding of the inclusion model
among all members of our school community and developing
greater sensitivity to students with special needs • increasing
reading readiness skills for students in our autism program •
expanding our arts offerings • increasing the diversity of our
student body • reconfiguring The Children’s School to a pre-K
to 8 school.
By the time our CEP is completed in late November, the SLT
will have prioritized several of these concerns and developed
an action plan that identifies approximately five “SMART” goals
(i.e., goals that are specific, measurable, achievable, realistic and
time-bound), as well as strategies and activities that the school
will undertake to accomplish them. The SLT will work with the
administration to align resources to the CEP goals and articulate
indicators that will measure progress and achievement.
Thanks to a strong collaborative relationship between parents,
staff and administration, historically our school’s SLT has not only
Inclusions • PAGE 12
Bella K-3
worked to identify the school’s annual goals but also helped
the school achieve these goals. A good example is the ongo-
ing effort to increase the racial, ethnic and economic diversity
of our school to better reflect the communities that comprise
district 15. As a result of the efforts of the SLT’s diversity com-
mittee, the Department of Education agreed to allow us to split
our general education lottery in two: one for children from the
northeast half of district 15, the other for children from the
southwest half of district 15. Consequently, this year’s incoming
kindergarten class is more diverse than last year’s.
Building on the successful model of the diversity committee,
this fall the SLT voted to move to a committee-based structure.
Rather than having two general meetings a month, in which we
attempt to cover every pressing issue, the SLT has developed
five committees that will take responsibility for addressing key
priorities and report back to the full SLT. The committees will
meet for at least one hour each month and the full SLT will
continue to hold at least one 45-minute meeting. While repre-
sentatives from the SLT will chair each committee, all members
of the school community are strongly encouraged to serve on
a committee. The charges of each of the committees, as well as
contact information for the chair people are stated below:
PREK-8 EXPANSION COMMITTEE will work with the admin-
istration to reconfigure The Children’s School into a Pre-K to
8 school. Chairs: Marybeth Crosby Carroll (mcarroll@ps372.
org) and Carey Johnson (carey@donatoart.com).
ENVIRONMENT COMMITTEE will focus on concerns related
to the physical plant of our school (both the main campus and
the off-site) and their environs, including safety of the surround-
ing streets, upkeep of the building, and neighbor relations. Chair:
Julia Hurn (julia@cminor.net).
COMMUNITY BUILDING COMMITTEE will work to strength-
en relationships and address social concerns among the vari-
ous members of our school community: parents, staff, and chil-
dren, both at the main site and the off-site program at MS 113.
Among the issues the committee will address are parent-teacher
communication; how to address issues of inclusion with parents,
staff and children; and teasing and bullying. Chair: Marcia Lerner
(marcialerner2@gmail.com).
DIVERSITY COMMITTEE will continue to develop initiatives to
increase the diversity of The Children’s School and to create a
more racially, ethnically, and economically inclusive environment.
Among the issues the committee will address are strategies
for increasing diversity and anti-racist education. Chairs: Steve
Quester (sequester@ps372.org) and Ira Yankwitt (IYankwitt@
schools.nyc.gov).
LIAISON COMMITTEE will work to facilitate communication
among the various committees of the SLT and the school at
large (particularly with regard to overlapping concerns and ac-
tions that need to be taken), enabling the SLT to better meet
its responsibility as a central coordinating team in the school. Poem/song
Chairs: Joe Sultana (jsultana@ps372.org) and James Lola (the- by Grace Levy
lolas@gmail.com). Class 5-3
Written on September 2, 2008
On behalf of the entire SLT, thank you for your ongoing input
and support. All of us look forward to working more closely It is strange, life is.
with you. Very strange, so strange.
Things are always changing.
And always too soon.
They’re coming and going and coming
and always too soon.
Way too soon.
Alexandra 4-2
Inclusions • PAGE 13
 PTA Report
By Felicia Eve
Hello to all new and returning families! It is my sincere hope that
all is well and everyone is in good health. This is the time I take to
review the projects that we have accomplished so far and those
that we are currently working on.
The 2008-2009 school year has gotten
off to a great start. For the second year,
the PTA sponsored the School Supply
Program, which eliminates the need for
families to go out and get class supplies
for their children.Teachers submit grade-
wide lists and the PTA in turn places tax
exempt bulk orders with free shipping
at a significant discount and convenience
to our families. Families are asked for a
flat fee across all the grades.This is a voluntary fee, which is less than
the retail cost of the goods.
Another venture we took on again this year was a lice screening.
We did this last year and felt that it made a huge difference in the
occurrence of lice outbreaks at our school.
Bullying is a topic that has been discussed since last year here at
The Children’s School. In the spring of ’08 the general member-
ship of the PTA voted to fund two programs that deal with this
issue. The first was a student assembly in September with a mime
named Gary Trivanovich. The second program is called Peaceful
Playgrounds, which trains school aides to handle bullying situations
on the playground during recess, where it happens most often. The
training will take place throughout the year but the staff is already
using what they have learned.
Ms. Maura is starting a 4th grade group called Peace Keepers. Ac-
cording to my 4th grader, they work with the 1st, 2nd and 3rd
graders during recess to help them resolve conflicts that can lead
to bullying. This effort is just starting so we will keep you posted on
its progress. So far, we have noticed a difference in our students’
behavior, especially during recess.
Pizza Friday began in early October and, as usual, has been a great
success as a fundraiser. This year Pizza Friday is a school wide fund-
raiser; in past years it has been used to raise funds for graduation.
Through the company called School Fundraising solution, the school
wide sale took place in September and ended in early October.
Products such as gift-wrapping, candies, and holiday items were not
as popular as last year’s sale. Another company bought out the
Inclusions • PAGE 14
company we used last year so we tried a new one. We are seeking
ideas for a new company to work with for next year and would be
happy if anyone wants to take this on.
“Disney on Broadway” is a new pro-
gram that we are fortunate to partici-
pate in this year, allowing us to send our
3rd, 4th and 5th graders to see The
Lion King and Mary Poppins on Broad-
way for $25 per ticket! The show also
has some sort of backstage tour and a
talk with stars of the show. The trips will
take place in February. Parents of these
students will be asked to pay $15 and
Aimee 1-1 the PTA will provide the $10 balance
for each student. Not to be forgotten, the students in the younger
grades will be going to performances at The New Victory.
There will be no Silent Auction this year because many among us
are struggling financially due to the current economic climate. In-
stead, we decided to transform two of our existing celebrations to
incorporate some of the great things from the Silent Auction. For
example, the Valentine’s Day Dance will include the very popular
teacher and general raffles. Arts Day will include the class projects
and art donated by families and local artists.
The After School Program has had some major changes. We have
new staff including Karla Roberts, who is the new registrar, and
Hank Linhart, the enrichment coordinator. They have been working
hard to familiarize themselves with the program and to continue to
provide the quality service that our After School is known for. The
new session of enrichment classes started mid October and so far
so good! One of our new programs is Amerikick and it has proven
to be wildly popular, along with Animation and an oldie but goodie,
Haitian Dance!
I thank everyone who has helped, in small and big ways, to make
the PTA run a little more smoothly. Even an hour or two to take an
inventory of our tee-shirt supply, help tally the school sales orders,
do data entry for our soon-to-be-released school directory, or offer
to bring lost and found items to the Salvation Army is greatly ap-
preciated. You all know who you are and we thank you!!
If you have an idea that you would like to take the initiative to
implement or if you have a spare hour or two each week that
you are willing to commit to the PTA, please contact me at
feve@ps372.org.
The Fiscal Crisis and the UFT
By Steve Quester, UFT chapter leader
I ’m writing this column in October. With
events in our economy moving at dizzying
speed, I can’t know what the situation will
be like by the time this piece is published
in Inclusions. Nevertheless, here’s what is
happening as of now…
As the economy contracts and tax revenues
fall, the City and State of New York are facing
large and frightening budget shortfalls. As the
City Council and State Legislature look at
the budget to see how to close the deficit,
it is inevitable that they will decide that the
government cannot, at this time, pay for
some of the things that they had previously budgeted. All of us
in the education community recognize that schools cannot be
immunized from budget cuts.
At the same time, we remember what happened to New York
City’s school system in 1975. As the city teetered on the brink
of bankruptcy, teachers were laid off, school libraries were
closed, and arts programs were eliminated. Within a few years,
the city had recovered from the fiscal crisis, and was on firm
financial footing. But the school system did not recover as fast.
It took decades to restore what we lost in 1975, and an entire
generation of children suffered because of it.
Cuts must be minimized wherever
possible and targeted to the projects
we can live without...
This time around, we have to do things differently. We must
recognize that in an economic emergency, New Yorkers’ need
for government help (education, housing, healthcare, you name
it) will increase, not decrease. Furthermore, economic recovery
will depend on New York’s families being economically stable
and secure enough to spend money on some consumer goods.
Cuts must be minimized wherever possible and targeted to
the projects we can live without (such as the Department of
Education’s $80 million ARIS -- data collection program on
student performance), not the teachers, books, and small class
Inclusions • PAGE 15
sizes our children require. And above all, we
cannot allow the City to pit one human-
needs constituency against another. We
won’t choose between successful schools
and emergency housing, or between
public hospitals and an effective child
protection agency. We need it all. Revenue
enhancement will have to be part of any
humane and effective recovery plan; in this
time of hardship, we must ask those New
Yorkers who have the greatest incomes to
contribute more.
To that end, the UFT and our allies launched
a new program in October to protect New York’s safety net
during the fiscal crisis. The coalition is called “One New York:
Fighting For Fairness,” and began with almost 75 social service
providers, community organizations, unions and advocacy
groups, including Advocates for Children, the Campaign for Fiscal
Equity, the Coalition for the Homeless, DC37 (AFSCME), the
Federation of Protestant Welfare Agencies, the HIV Law Project,
the Hunger Action Network, Legal Services, the National
Association of Social Workers, ACORN, Time Out From Testing
and the Working Families Party. The coalition’s Principles are:
• City and state government must not balance their
budgets on the backs of the neediest.
• We cannot cut our way out of this economic
downturn: city and state must fairly address our
revenue needs.
• Budget cuts will hurt the economy; investing in our
communities will help.
• We need critical investments to protect against the
worst outcomes of a bad economy.
To read the full text of the Statement of Principles, and to
access the coalition endorsement form for organizations, click
the link on the home page of www.humanservicescouncil.org. If
we all stand together, and demand with one voice that our city
and state make the difficult decisions necessary to protect the
most vulnerable among us and grow the economy, we can get
through the hard times without the lasting damage we suffered
in the 1970s.
 another district will have options for both listed on their • School Leadership Team news, meeting minutes & dates
Parent Coordinator Update

application
• District zones for public elementary schools are similar


• Community initiatives
• News from our “sister-school” located at M.S. 113
By Roxanna Velandria but not the same for middle schools. The PS 372 staff • “Inclusions” - our school’s thrice-yearly magazine
were made aware of this fact last school year when • About our school and contact information
Changes In IEPs Gillian Williams, new 5th grade guidance 5th grade families were learning that they were not zoned • Workshops and resources
As a Parent Coordinator and as a parent counselor, Stephanie Scheiner, 5th grade for District 15 for middle school but had been for ....and the list will grow based on interest and suggestions
of a child with an Individualized Education teacher, Haiva Albuliwi and myself. We elementary school.
Plan, I am very curious about the changes to shared our concerns about middle school • ALL children (those with IEP’s as well as their general
the IEP process that parent advocate Ellen placement equity for our students who have education peers) will be invited to participate in the As a parent-managed webpage,
McHugh sent me. IEP’s.

middle school interview process, which may alleviate
uncomfortable conversations among peers during the
all parents are invited to submit
The New York State Education Department Traditionally our general education students interview phase of the middle school application process. suggestions for the site.
is planning to make changes to the forms are able to apply to middle schools in their • Interviews and audition requirements vary among
used across New York State for IEPs. These district of residence as well as their district schools but will be offered for all students (who fit that
changes could profoundly affect future of attendance. We asked if the same choice school’s criteria) at their top two choices. This new Web page is being developed by parents for parents.
IEPs, and therefore the delivery of special could be afforded to families of students • Principals will get to choose CTT students rather than It is not part of our school’s official Web site and therefore will
education supports and services for students with IEP’s which mandate Collaborative have the Department of Education “place” them. As a feature information on events and activities that may not be
with disabilities in New York City. Some proposed changes that Team Teaching (CTT). Our general education students are result, middle schools will be expected to make official school programs, but that may be of interest to families at
may be of interest or concern: given the choice to interview and audition at their top district modifications regarding interviews and auditions for children the school. As a parent-managed webpage, all parents are invited
choices. We asked that principals be encouraged to interview with IEPs to submit suggestions for the site. If you have information you
• The proposed IEP no longer includes the section that asks ALL students. In the past students with IEP’s were not given the wish to share with other families about local events, volunteer
what type of diploma the student is on track to receive. opportunity to audition and interview; instead, OSEPO placed opportunities, after-school classes or news about a particular
• The proposed IEP no longer includes a place to specify these students. topic of interest, you may email your submission to the editorial
group size for special education teacher support services team at: ps372.pta@gmail.com.
or related services.
• The proposed IEP does not indicate the language needs We asked that principals be encour- Autism Program Relocation


of the parent/guardian or provide a place for indicating the
language of a child who needs bilingual services.
aged to interview ALL students. Another wonderful change has been the move of our sister site
from Redhook to Fort Greene. More space for our students to
• For children who need a Behavior Intervention Plan, the learn and more space for our staff to teach is just one of the
proposed IEP provides a “drop down menu” of options The officials made no promises but listened to our grievances perks. PTA secretary and volunteer extraordinaire, Ellen Simpao
which includes only two options: use of a time-out room which are common to schools that offer collaborative team interviewed A. P. Rosa Amato for news on the move/changes.
and “other.” teaching programs. Daniel Schaffer has room to display art. Mitch Wladower and
Eloise White have more room for our children to move and
We have a very short time frame, Regrettably, our children are taught that there are all types
of learners only to learn in 5th grade that the middle school Iago 1-2
exercise. Our families and colleagues have a dedicated entrance,
storage space, wiring for air conditioning…. Read more in this
so immediate action is needed. process offers “choice” to general ed students while their peers issue!
with IEP’s are assigned a placement. Last year’s 5th grade CTT New Web Page – ps372pta.blogspot.com .
Time to get to work! Spread the word (and the link http:// students did not have a middle school placement two days We’re very excited to announce the P.S. 372 Community Web
www.vesid.nysed.gov/specialed/policy/) to your friends and before graduation while their general ed peers had placement page created by Elizabeth Santiso. Donna Schneiderman is also
members of organizations to encourage everyone you know in (and time to appeal) two weeks prior. an editor. The Web page is an online resource for information
special education to weigh in. We have a very short time frame, related to activities and events of interest to school families
so immediate action is needed. Here are some changes to the middle school process that will including:
affect this year’s 5th grade families:
Middle School Process • Announcements & important dates
On the Middle school front, we held a meeting in October with • Applications will be personalized/pre-printed with • School-wide Initiatives
DOE officials from the Office of Student Enrollment Placement individualized information (e.g., student’s name, address, • After School Program info
Operations (OSEPO). Participants included our principal, Artie applicable districts*) • Classroom info and news
Mattia and assistant principal, Cathy Sarno, guidance counselor *Children who reside in one district but attend school in • PTA news, meeting minutes & dates
Ella 4-1
Inclusions • PAGE 16 Inclusions • PAGE 17
 10 Things A Kid Needs
To Know About
Middle School Interviews
IT’S OK TO BE NERVOUS
Hey, this is the first time you are probably doing this, right? It REALLY is ok to
be nervous!
Preparation
Preparing for the interview is important. The right mood helps you perform at
your best. Do whatever makes you feel good before your interview: exercise,
games, art, dance or maybe sing your favorite song. Listen to music, read a book,
talk to a friend or think about a time when you felt terrific. Some interviews ask
that you bring work samples. Make sure these are all ready to go before the day
of the interview.
Look Your Best
Pick out what you are going to wear ahead of time. Dress neat, but comfortable!
Be on Time
Rushing in late can make a kid nervous. Plan on being a little early.
Quiet and Focus
It’s important to listen to the question asked and answer that question. Take
time to think about the question. It is also important to pay the best attention
you can in your interview.You may only have a short time to talk to the teacher
who is interviewing you. Try not to fidget.
Say More
When asked a question, see if you can give more than a one-word answer. This
way the person interviewing you gets to know a little bit about you. For ex-
ample, if you are asked, “So what’s your favorite subject?” you might say, “Math,
because I really like solving problems,” rather than just answering with one word:
“Math.”
Look Them in the Eyes
Sometimes it can be hard to look someone in the eyes, but eye contact helps
show interest. If you have a problem looking into your interviewer’s eyes, try
looking right above and between the eyes, or look at the person then look away
again.
Be Positive
Prepare POSITIVE answers for open-ended questions, like, “What does it mean
to you to be a student?” Preparing also gives you a chance to think about what
you like about a particular school. You can practice answering the following
Inclusions • PAGE 18
three questions with a grown-up at home before
your interview.
1. “If someone were to describe you, how
would they describe you?”
2. “Why do you want to come to this relates to the exploration (field trips) program.
school?”
3. “What does it mean to you to be a
student?”
Remember to think positively!
Rather than answering question number one
with, “Well, I don’t really like to talk much and I
am no good at sports.” You might say, “I am kind
of a quiet person who likes to read a lot.” The
point is there are always positive ways to de-
scribe yourself, but you need to think about how
you want to say it!
Shine!
These are all just tips to
help you prepare. Be your
fabulous, wonderful self!
Be Courteous
Be polite. Be cooperative. Even when you are
waiting to go in. Remember PLEASE and THANK
YOU. Smile.You should be on your best behavior.
No rude remarks and no taunting or teasing or
poking at your friends.
Shine!
These are all just tips to help you prepare. Be your
fabulous, wonderful self! Try not to worry that you
will say the “wrong” thing. There are no “wrong”
answers – just do your best and be yourself.
Nicholas 4-3
Alumni Highlights
So far I certainly am happy with this school, but there
is one thing I haven’t told you yet.The number of stu-
dents in a grade is more than twice the size of the av-
erage P.S. 372 grade.There can be up to 32 people in
a class and barely anybody you know in them (but it’s
pretty easy to make new friends). -- Julian Barthold
Maeve 1-2
MS 447 (formerly Upper Carroll)
Middle school is a lot more strict than elementary school, and there’s not
as much free time to do what you want. It’s always work, work, work. It’s
kind of up to you to get where you are going. You don’t line up or anything,
you just have to walk to your next class by yourself or in a small group.
The teacher never leads you anywhere, so it’s easy to get lost. But there
are some things I like: It’s pretty cool having a locker, so you can put away
some of the notebooks that you are not going to use so that you don’t
have to carry everything around all day. Also, there are less rules at recess.
-- Jonathan Peterkin
Going to M.S. 447 a/k/a the Math and Science Exploratory School a/k/a Up-
per Carroll has been a very big adjustment for me. Some of the things that
were new to me were knowing that I can use a locker and not having to Julian K-1
worry about keeping everything in a desk or carrying everything that I don’t I.C.E.
need around, being able to sit wherever I want in the cafeteria, keeping a Middle school is definitely different from elementary
binder for all of my school subjects instead of carrying so many notebooks, school, but I really like it so far. I enjoy being really
having an SSR (sustained silent reading) period, and having what they call an independent at I.C.E. I can go out to lunch with my
advisory period where you can just talk about things that are happening in friends, and I’m responsible for getting to classes on
school (and occasionally do fun stuff). time. The kids are all really nice and they form a
community together, just like at the Children’s School.
For subjects like ELA and Math, I have something like 8 periods a week, for The classes make me think about my opinions on
Social Studies and PE, 2 periods, and for Science and Talent (Drama, Art, things. -- Natalie Turner-Wyatt
Dance, Music, and Technology), about 4 periods. One thing that puzzled
me was that I thought we chose our talent in sixth grade, but instead we’re New Voices
trying them all out at different parts of the year in order to choose a talent Middle School can be quite challenging. It makes you
that we like in seventh grade. feel like a young adult, because you have many differ-
ent opportunities. We had a school dance this past
If you’ve heard that we go on field trips every Friday, whoever said that Friday, which gave me a chance to meet many differ-
was almost right. From time to time, we stay on site and do something that ent and new friends. -- Morriah Lisowski
Inclusions • PAGE 19

Thank You Letters
A Love Letter to the Teachers, Staff, and
Professionals at PS372
Both of my children have attended The Children’s School for their
elementary education. Both have attended as Collaborative Team
Teaching Students.This is my love letter to some of the best teachers
in the world.
Whenever my children need some academic help, you are there
to problem-solve and implement strategies. Whenever my children
need a hug, you are there. Whenever my children need an advocate,
you are there (even when it might be professionally more beneficial
for you not to speak up). Whenever my children or their dear friends
are going through hard times, you are there.You see the kids not just
as students, but also as human beings.
Humanist psychologist Maslowe defined a hierarchy of needs. This
included safety, esteem and self-actualization. You’ve provided all
three for my sons while also handing them a world-class education.
A sign in my younger son’s 5th grade classroom reads: “No dating
till after 3:10.” If I could, I’d “date” you all (I guess after 3:10??). I’d
hold your hand and look each of you in the eye and say, “You are
the best.”
I want you all to know what I see and how much I appreciate your
good work. Your intelligence, warmth, respect has brought so much
to the lives of our family and will endure in the joy, quiet dignity, and
capacity for hard work you have engendered in my children.
Sometimes I hear parents speak to the teachers in ways I find
unfair and disrespectful. Sometimes I hear parents speak about the
inclusion aspect of the school in ways that seem to marginalize
other children and their families. That’s why I love summer school so
much. Teachers and CTT parents have this wonderful secret time of
happy communion when the school belongs to the CTT children and
the mission of the school radiates with an energy that is thrilling.
I have never felt marginalized by the teachers or staff. Every teacher,
professional, and aide in the school with whom my family has had
direct contact has provided us with genuine respect and support. I
would like to give some of that back here. So on the days when par-
ents complain, when you feel overstressed, feel us hugging you back.
Thank you Ms. Dhalma for always saying “My Joseph” when you
greeted my older son in the mornings in the lunchroom. At a time
when his social world was falling apart and he had only a few
Inclusions • PAGE 20
friends, your greetings in the morning meant the world because you
were letting him know that he still “belonged.”
Lastly, wise people say, “If you want to really know about an
organization you must talk to the custodial staff.” Our 11 years with
Mr. Jose is proof of that truth. Mr. Jose, with your broom and your
great big smile at 8 o’clock in the morning, thank you for always
shouting out to us “It’s the Joneses!” You make us feel famous (in a
good way.) When our family was going through hard times, it was
nice to be reminded so early in the day that though we may be
broken apart we are still a family.
You all have seen us in both our challenges and in our strengths.
And, we see you too.
With humble appreciation for all that you give every day,
Love,
Maria Hodermarska and Family
Dear New Children’s School Families,
Inclusions news magazine can be a great resource for families new
to school, new to this school or new to the world of special education.
When first joining any of these groups, parents face a huge learning
curve and a tremendous amount of new information to soak up
and synthesize.
I always kept my copies of Inclusions because it seemed there was
always at least one article I wanted to go over again. Sometimes I
would get to the article and read it again, and sometimes the issue
would languish on the “to read again” pile.
Many times though, after the third or fourth mention of a phrase
such as “vision therapy,” I’d recall the article that appeared about it
in a previous Inclusions and I would go back and get better informed
about a subject that I previously had not had the attention span or
energy to absorb.
It was not only the articles on special education issues that I would
go back and re-read; there were also good articles about how policy,
ideas, committees or pedagogy here at The Children’s School came
about. There were great essays by older kids that, as my child got
older, I had more of an interest in re-reading. I got a real kick and
solace out of reading Editor Maria Schneider’s “PokeAnon: one
mother’s struggle with a Pokemon addicted child.”
As a member of the Inclusion Committee, I am working on making
an index of past Inclusions available to families and our parent
coordinator, Roxanna Velandria, now has a library of past issues in
her office. I think there are many articles written by parents that
many families new to the school may take heart in reading.
Below are some of the many articles I’m guessing new families
might find of interest:
• Expert from “All Kinds of Minds” speaks at PTA meeting
• A Parent’s Perspective on Inclusion: Starting the Children’s School/
Leaving the Children’s School
• Talking to Kids about my Child
• Hooray for Social Skills/How the Social Skills Program Started
• Liam (Treacher Collins syndrome)
• Expanding District 15’s Inclusion Programs in Middle School
• Teaching Children how to be Bilingual
• The Foreign Language Debate
• Understanding Asperger’s Syndrome: how it affects playdates and
school
• The Medication Dilemma: One Family’s Struggle
• What is Dyslexia?
• Preparing Yourself and Your Child for a Psychoeducational
Evaluation
• The Handwriting Challenge
• Diversity and Inclusion: race and ethnicity
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Inclusions • PAGE 21
• Dyscalculia: a head for numbers or not?
• How Parents can Partner with Schools
• Hooray for Everyday Math!
I will admit that I am an “older mom” and while I have gotten more into
the swing of things as of late, when my daughter was in kindergarten
my first impulse was not to “go online” to get information. Although
certainly many more things can be found online, sometimes hearing
the information – along with the personal stories – from parents
in my own school community was a big comfort to me in the early
days of discovery, questioning and exploring.
So at the risk of sounding very “Martha Stewart,” may I suggest that
you get a binder and some plastic sleeve pockets and start your
Inclusions collection now? I eventually did that and it’s much easier
to get at past issues when I want to look something up.
My personal thanks to Editor Maria Schneider and to all those who
have produced Inclusions these many years. You’ve really performed
a service that I’ve very much appreciated and you’ve done a great
job.
Sincerely,
Jane Tomkiewicz
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 Cooking For Kids TAMALE PIE

FOR CHILI
By Alison Bowers (author of food blog Betty Lives!) 4 Tbsp vegetable or other neutral oil
2 lbs boneless beef chuck or rump, cut into ½-inch
Let me just qualify what I am about to write with the following: My children cubes
are both great eaters and this is a source of tremendous pride for my hus- 1 large onion, chopped
band and for me. We have dragged them on our most exotic culinary adven- 1 red pepper, chopped
tures and they have survived and even thrived heartily. 1 small jalapeño chile, seeded and finely chopped
4 garlic cloves, finely chopped
But here’s the beginning of the story: Lulu and Nicky were motivated to 2 tsp unsweetened cocoa powder
Unknown 1-1
speak for entirely different reasons. Lulu was motivated to speak in order 1 tsp ground cumin
to express her love for us. As soon as she could cobble the words together ¼ tsp allspice
she was asking for affection (“Daddy, hugs!”). After she learned to write her
1 28-oz can crushed tomatoes in puree
name she wanted to learn how to write the word “Love” and nine out of ten
1 15-oz can black beans, rinsed and drained
of her drawings will depict some kind of Mommy-Lulu-love theme (“You are
½ cup chopped pimento-stuffed green olives
the queen and I am the princess and we are in the butterfly castle and we
1/3 cup chopped fresh cilantro
are holding hands because you love me so much.”) And these days when she
leaves for school she shouts endearments to me until she is all the way out
FOR TOPPING
and halfway down the stairs (“Mommy, I just can’t stop loving you!”). It is both
1 cup all-purpose flour
wonderful and worrisome in its implications of later burdens and possible
psychotherapy. 1 cup yellow cornmeal
¾ cup grated sharp Cheddar
1 ½ Tbsp sugar
What we realized about a year ago is that 2 tsp baking powder
½ tsp salt
Sam K-3
when he requests “spicy,” he is actually just ½ tsp ground cumin
asking for foods with flavor ¼ cup finely chopped fresh cilantro
Ezekiel 4-2

Book Review ¾ cup milk

BOYS ARE DOGS by Leslie Margolis
In Boys Are Dogs by Leslie Margolis, sixth grader
Annabelle comes up with a simple and ingenious
solution to tame the boys who seem determined
to make her life miserable. She decides to treat
them like the dogs that they are and applies all of
the obedience training lessons she used to train
her unruly puppy to the boys at school. Before too
long Annabelle’s training techniques transform the
boys from teasing tormenters into obedient and
polite classmates.
It can be comforting for our kids to read about and
realize that they are not the only ones out there
dealing with changes in their lives—this includes
entering a new school, changes in family relation-
ships and last, but certainly not least, middle school
boys! Boys Are Dogs is a great read for ages 9-12!
By Maria Valencia-Palomo
Nicky however was motivated to speak so that he could express his very par-
ticular culinary needs. As soon as my nutty little son could cobble the words
together he was asking for “ficey”. Gingerly at first, I added salt and pepper to
his foods, then little drops of Tabasco, now I just leave the bottle on the table
and let him go crazy. I have watched as he has eaten pizza with chile pepper
flakes, Indian curries, Jamaican jerk with beans and Peppa sauce, and an entire
bowl of kimchi. What we realized about a year ago is that when he requests
“spicy,” he is actually just asking for foods with flavor. He will not go near any
foods that are white: plain rice, cheese, chicken breasts, bananas, deli turkey,
yogurt, or eggs, but he will eat a huge bowl of pernil from the Dominican joint
down the street. You know, like your average, picky four year-old.
So when it came time for me to pick a dish to cook for the end-of-the-year
pre-school picnic last year, I had to navigate between my son on one side and
all the children in his class on the other. I decided to peruse my collection of
mid-century cookbooks, since the whole idea of a potluck school picnic in the
park is so decidedly retro anyway, and I hit on a winner. Following is what I
came up with, a slightly updated version of an old classic.
Nicky, by the way, ate it begrudgingly; it wasn’t spicy but in his mind at least it
wasn’t white.
Inclusions • PAGE 22
3 Tbsp unsalted butter, melted and cooled
1 large egg, lightly beaten
To make chili:
• Heat 3 Tbsp oil in a large, heavy pot over medium-high heat. Brown beef in batches, about 5 minutes per batch, making sure
not to crowd pot. Transfer to bowl.
• Add remaining oil to pot if necessary and sauté onions, pepper and jalapeno, stirring, until mixture softens (about 6 minutes).
• Add garlic, cocoa powder, salt and spices and cook, stirring, 1-2 minutes until fragrant. Return beef to pot with any accumu-
lated juices and stir in tomatoes. Simmer chili, uncovered, stirring occasionally, until meat is tender, about 1 ½ hours.
• Remove from heat and add beans, olives, cilantro and check seasoning. Transfer to a 3-quart baking dish or lasagna pan.
To make topping:
• Preheat oven to 400º.
• Whisk together flour, cornmeal, cheese, sugar, baking powder, salt, cumin and cilantro in large bowl.
• In a separate bowl whisk wet ingredients: milk, butter, and egg, then stir this into flour mixture until just combined.
• Drop by large spoonfuls over chili, spacing them evenly, and bake 10 minutes. Reduce temperature to 350º and bake until
topping is cooked through, about 30 more minutes.
Makes 8 servings.
Inclusions • PAGE 23
Di zzy’s
B R O O K L Y N , N Y
{A FINER DINER}
Di ner
( 7 0 8 ) 4 9 9 - 1 9 6 6

Di zzy’s
B R O O K L Y N , N Y
Di ner
( 7 0 8 ) 4 9 9 - 1 9 6 6