2015 Education

JANUARY

HERSAM ACORN NEWSPAPERS

Move
to learn
Movement breaks in the classroom
by Melissa Ezarik
Peek inside a school classroom today and you might
see kids asked to go bananas while doing math facts, or
a brain break activity getting students out of their seats
for a few minutes before a writing assignment.
Morning meeting may incorporate some stretches or
simple yoga. Games of Simon Says get kids transitioned
back from lunch or recess, and jumping jacks, chair
push-ups or desk push-ups at various times.
In the morning, and in between our activities throughout the day, we do a lot of big muscle moving, said
Stratford kindergarten teacher Christina Adzima, an 18year teaching veteran who has also taught special education. I need to stretch and so do they.
Its not just the younger set doing their movement reps.
Sensory input and movement breaks are beneficial for
everyone and can truly help to recharge your batteries,
said Kerri Cybulski, a licensed occupational therapist
(OT) who has worked in her field for 17 years, in the
public schools, in medical outplacement settings, and
currently in the Connecticut Birth to Three program.
As an OT student, one of her professors used to yell,
Ready, set, go! when the class appeared to be fading
during a lecture.
During the 30-second break, we had to get up and run
around the class and back to our chairs before the timer
went off. This was her way of helping to alert and organize our nervous systems to a just right or optimal state
for learning, explained Cybulski, who now works with
children under three for Trumbull-based Cooperative
Educational Services and Hamden-based Reachout Inc.
Organized movement breaks help with regulation of
arousal levels, which often assist with improving ones
attention and focus, added Cybulski.
In Adzimas classroom, thats certainly the case.
Children expand energy, and they are better able to
attend, she said.
The movement also helps her students to make assignment choices they may be given, such as whether to
color, paint, or work on a gluing project. If theyre able
to choose how theyre going to learn when theyre in that
level of engagement after moving and exercising, theyre
going to better be able to learn the skill at hand and
that will take them to a higher level of thinking and a better level of engagement overall, she said.
While movement break tip sharing can be heard in
many a teachers lounge, the results of movement breaks
are more than anecdotal. In a 2010 Centers for Disease
Control overview of nine studies on classroom physical activities, nearly all the research showed that when
teachers got kids moving, there was a positive association
between cognitive skills and attitudes, academic behaviors, and academic achievement, said Kristin Downer,
schools supervisor for Norwalk-based Constellation
School Based Therapy.
In other words,students are more focused, theyre
more engaged socially with their peers, and academically
in the classroom, Downer said. Students themselves are
reporting that its fun and they like to have their brain
breaks.
A big reason movement breaks are catching on in
elementary and even middle school classrooms is todays
intense curriculum. Phys ed class is just once or twice a

week and recess may be at the end of the day or inside

the classroom.
They dont have the physical activity they used to,
said Downer, a licensed occupational therapist. Kids
arent moving and they need to be moving to allow their
brains to catch up on the demands being placed on
them.
In her experience, having worked with students of all
ages and in school districts throughout Fairfield County,
the majority of kids need more movement than the school
schedule allows.
That can mean the need for both whole-class and individual breaks.
The solution Constellation devised for schools in one
local district is the water fountain break. When a teacher
sees a student needing a break, hes cued to go to the
water fountain, where five or six sensory motor activities
await, Downer said. Another local district is starting to
implement the program.
She has known a lot of teachers to have kids run
errands when they need to move. Theyll give kids who
need breaks a fake note to take to the office, she said,
adding that many of these children arent identified as
having any disability and are academically right on target.
Cybulski will advise teachers to consider trying discreet
in-classroom strategies, as well. These may include sensory squeeze balls, fidget toys, Velcro under the desktop,
disc seat cushions, chewy snacks, or water being sipped
through a straw. These items may be available from the
schools occupational therapist to loan out to teachers.
A student receiving special education services whos
included in the mainstream classroom may have sensory
strategies designed by an OT to meet individual needs-activities to bring the arousal level up or down as needed
that the OT or a paraprofessional oversees, Downer said.
As for classroom movement activities overall, both veteran and newer teachers she encounters are incorporating
them, she added. I would say nine out of 10 are doing it,
and 10 out of 10 are open to it.

K-12 Open House

Saturday
February 28
at 2:00 p.m.

Snow date: March 1

 Education Hersam Acorn Newspapers

January 22, 2015

Yes, you can

Getting kids to and fro afterschool activities

by Melissa Ezarik
The afternoon juggle. Both working and
stay-at-home parents (those with multiple
kids to schlep) experience the pressures of
getting the kid from school point A
to afterschool activity point B.
The potential solutions are many, and there
are right ways and wrong ways to approach
it.
A wrong way: Turning an afterschool
program director or sports coach into your
babysitter.
That builds resentment in a person
youve entrusted to educate your child, not
to chauffeur him or her around, said Julie
Davis Canter, a Redding mom of two who
just ended a 20-year period of getting her
kids around after school. Her husband Len
coached soccer for 15 years, with some basketball and baseball coaching thrown in over
the years for good measure.
There would always be one parent on
any given team who constantly called with
what amounted to an ultimatum Pick up
my child at school or he wont be able to get
to practice. Thats not fair to the child, the
coach, or the other teammates, said Davis
Canter, a former magazine editor and executive who is now author of the Waddley Sees
the Word childrens e-book series about a
penguin in Antarctica who hitches a ride on
a boat to see the world.
Another no-no is something a single dad
Davis Canter once knew would do: make
afterschool childcare plans on the fly.
He had a wide support group, but
things were way too fluid, made on a daily
basis, never in advance, Davis Canter said.
Consequently, people would often bail on
him, leaving him scrambling for a backup
to get his son to football practice and his
daughter to ice skating.
One way parents make afterschool activity
transportation work is to turn to programs
offered at the school or at community centers where transportation from school is
included. In fact, nearly one in four families
currently has a child enrolled in such a pro-

gram, according to the 2014 report America

After 3PM from the organization Afterschool
Alliance. In 2004, 6.5 million children participated, and by 2014 that grew to 10.2 million children.
Almost three in four parents surveyed (and
nine in 10 afterschool program participants)
believe afterschool programs can help reduce
the likelihood that youth will engage in risky
behaviors after school.
But even among these programs, not
all offer the transportation part. When

Connecticut parents specifically were asked

about challenges in enrolling their child in
an afterschool program, one of the major
ones was lack of a safe way for child to get
to and come home. The 17% of Connecticut
children who participate in these programs is
below the national average.
For those seeking the majority of activity
choices and there are of course many
planning ahead on transportation is a
must. And the solution may well take a
whole village of others who need to get to

the same place. After all, Davis Canter said,

Its so much easier to juggle responsibilities
and to share the driving with other parents
when theres a set schedule that everyone has
agreed to.
Today there are carpool organization apps.
But she still advises what she used to do,
when afterschool activities among her two
kids included dance, soccer, basketball, baseball, and music lessons, sometimes simultaneously: Invite everyone over for coffee or
dessert to map out a strategy.
The hour you put in saves time and stress
in the months to come, she said.
Here are seven other strategies Connecticut
parents use:
1) Ask (beg!) grandparents, other family
members, or close friends for help.
2) Request your employers permission to
temporarily alter your work schedule for the
duration of a short-term activity.
3) Hire a transportation service that specializes in safely getting kids where they need
to go. Bristol-based Kids Wheels (which
serves all of Connecticut) and Ridgefieldbased KiddyKars are two.
4) Ask the activity provider if transportation might be available or arranged.
Master Hwangs Martial Arts, for example,
which has locations in Stratford, Hamden,
West Hartford and Bloomfield, picks up kids
at their schools, with part of the afterschool
program involving participation in regularly
scheduled classes at the studio.
5) Find out if the provider will allow partial program participation, only on the days
when transportation can be managed.
6) Petition school administrators for more
on-site afterschool programs of interest.
7) Pay a local high school student to stay
at the house with other children in the family while the parent gets another child to an
activity.
After you find something that works for
your familys schedule, pat yourself on the
back and breathe. That sports season or
activity session will eventually reach its end.
(Never mind that soon it will be time for the
next one.)

HILL-SOUTH
LE
G

RT
PO

EA

th
Anniversary
T H S
IRTY YEAR

 Education Hersam Acorn Newspapers

January 22, 2015

How to catch a
colleges eye
by Kristin White and Michael White
Darien Academic Advisors
The pressure on
been involved, but unable
Fairfield County high
to make a real impact anywhere.
school students to apply
Admissions officers at
to and be accepted
super- and highly-selective
at selective colleges
schools are instead more
is as intense as ever.
interested in students who
Applications are up,
become specialists, be it in
acceptances are down
math, engineering, technoland mood swings can
ogy, sports, the performvacillate from hope to
ing arts, theatre, fashion,
panic, and back again.
community service, or any
Many candidates
other area. They develop a
wrongly think having a
passion, and then dig deepwell rounded profile is
ly into it. They also find
their best path to receiving an acceptance letter.
new paths outside of school
The truth is that diving
to more fully develop
deeper into a narrow
their area of interest. They
range of activities will
become leaders and make
help an applicant to bet- College admission officers are more an impact.
interested in students who become speter stand out.
Indeed, admission officialists, be it in math, engineering, tech- cers at selective schools are
Students today are
nology, sports, the performing arts, or
looking to build a diverse
reacting to the comany other area.
petitive environment
class. Its this idea of diversity that oftentimes trips
by applying to more
people up to think these colleges are looking
schools. According to National Association
for students with a diverse array of interests.
for College Admission Counseling data, the
But the truth is these schools want to create
percentage of students who submit three or
this diversity with a cohort of students who
more applications a year has been steadily
have built expertise in different areas. This
increasing, and hit 79% in 2011, up from
way students learn not only from the faculty,
67% the prior year.
but other students as well. They go on and
Students applying to seven or more colleges has also been rising, and is up to 29%
make an impact in their communities after
from 25% the year before. In our practice,
graduating. Schools also have many different
we now often see students applying to 15
activities, organizations and fields of study to
different colleges each year.
fill each year.
This has put substantial pressure on the
So its important for admissions officers to
gatekeepers who review the applications. In
know exactly where an applicant might fit
2011, the average college admissions officer
into life on campus.
was responsible for reviewing 622 applicaIts harder than ever to get into selective
tions, a 73% increase from 359 in 2005.
colleges. Developing and digging deeply into
What is an applicant to do to stand out in
a passion area can help a student build his
this maddening crowd?
very own success profile not only for the
We are surprised each year to come across
application process, but also for life in general.
so many parents who think the best way to
help build their childs application profile
Kristin White and Michael White are co-directors
is by encouraging them to get involved in a
diverse array of interests and activities. They of Darien Academic Advisors (DAA), an educational consulting company founded in 2005. DAA
are surprised when we tell them selective
provides advisory services to students and famischools are oftentimes less interested in an
lies for college, boarding, independent day and
applicant who has a broad range of activities. MBA school admissions. It also provides a career
This student can come off as being unfolaunch service for pre- and early-stage profescused, or a dabbler someone who has
sionals. More info: darienacademicadvisors.com.

Education
January 22, 2015

Dance Workshop of
Monroe holds showcase
The Dance Workshop of Monroe held its 10th Annual Shining Star Showcase
recently. Dancers ages 6 to 17 from the Competitive Ensemble and Performance
Team treated family and friends in the Masuk High School auditorium with an
evening of non-stop tap, jazz, modern, contemporary and lyrical pieces. The
performance team provides community service efforts to local nursing homes as
well as community events. The competitive ensemble is a competitive dance team
competing in events throughout Connecticut and the New England region. The
annual review brings together family and friends in support of scholarships to
two Masuk High School graduating seniors pursuing a degree in the performing
arts.

Julie Butler, editor

Ian Murren, designer

Thomas B. Nash, publisher

For advertising information,

call 203-926-2080
Copyright 2015, Hersam Acorn Newspapers, LLC

1000 Bridgeport Avenue, Shelton CT 06484

203-926-2080

Bunny Village

Child Care and Development Center

 Education Hersam Acorn Newspapers

January 22, 2015

New pre-kindergarten standards

roll out across Connecticut
by Eric Gendron
A new rigorous and comprehensive set of
standards outlining developmentally appropriate guidelines for children from birth through
preschool is being implemented for the first
time in Connecticut after years of study and is
currently being rolled out across the state.
With input from nearly 100 teachers,
administrators and other education officials statewide and with research of similar
programs in a dozen states, the states Early
Childhood Education Cabinet and six regional
education service centers have teamed up to
start the implementation of the Connecticut
Early Learning and Development Standards.
Pre-kindergarten administrators and teachers have been attending workshops, including
a two-part workshop recently held for Darien
and New Canaan teachers and administrators
at the Darien Board of Education Building,
to learn the ins and outs of a significantly
revamped system.
A 71-page booklet that summarizes the new
standards was compiled over the course of
nearly two years and is now in the hands of
teachers around the state.
Michelle Levy, an education consultant in
the states Office of Early Childhood, played
the lead staff role in supporting the creation
of the document, saying that teachers and
administrators have been excited and receptive to the standards and how the booklet
organizes those standards.
The goal was really to include everyone
in one document so we were looking at how
children grow and develop over time, Levy
said. We wanted this document to be able to
be used by everyone and to create some common language.
The booklet outlines standards in much
more specified areas compared to the older
and broader guidelines in the previous
Preschool Assessment Framework.
The new CTELDS sets expectations for
children from birth to six months, six to 12
months, 12 to 18 months, 18 to 24 months,
24-36 months, three to four years and four to
five years. In addition, the standards are bro-

ken into more specific subjects such as math,

science, social studies, language and literacy,
as well as physical development and health,
social and emotional development and cognition.
While that may seem like a lot for young
children, Levy says that children are smarter
than adults tend to give them credit for. She
cited recent research that children are able to
understand more specific concepts like math
much earlier than originally thought.
Its not a big, scary content area, she said.
It is appropriate for them to be learning science and math at their age.
One of the most striking parts in the new
standards booklet is eight pages of expectations for parents and guardians and what they
can do to help their child develop in each of
the aforementioned categories.
For example, the booklet suggests to parents to ask questions or encourage their child
to make choices to improve their cognition;
to use new words when describing something
to improve language and literacy; or to talk
about shapes out loud or count everyday
objects in to improve their math skills.
Families are the first and most important
people in childrens lives, Levy said. So
helping them be aware of the things they can
do to support their childrens growth and
development is very important. Thats one of
the reasons we want these standards to not
just be used in a center-based or preschool
program.
Former interim state Education
Commissioner and current consultant for
Cooperative Education Services George
Coleman admitted that they cant mandate
parent involvement, but he feels the standards
present an opportunity to give parents clear
guidelines of what to expect as their child
reaches preschool age.
We believe that parents desperately want
their children to succeed, he said. We need
to take the approach of not just enrolling
a child in an early childhood program, but
enrolling a family in an early childhood program.
Julie Coakley, an Early Childhood

Coordinator at CES who has led many of the

teacher/administrator workshops in Fairfield
County, said she is especially excited about
this section of the booklet.
The state is really committed to making
families a partner with them in their childrens
education, she said. The state has been really proactive about sending the action guide
out not only to every licensed program in the
state, but also to family daycare providers,
libraries and pediatricians in both English and
Spanish.
While the previous standards were due for
a makeover, Common Core standards at the
kindergarten level were one of the major reasons the state created the new CTELDS. The
state is hoping that with the implementation
of the new standards, children will be more
prepared for Common Core curriculum when
they reach kindergarten.
Under CTELDS, by the time they enter kindergarten children will be expected to know,
for example, that print is read from left to
right; words are formed by letters grouped
together; they should be familiar with letter
sounds; begin to sound out words to write;
know simple addition and subtraction; and
know two and three-dimensional shapes.
The previous sets of standards had been
around for a long time and it was time for
them to be revised, Levy said. We havent
changed or said that children need to know
more now than they did yesterday. Its that we
have research to show what they may be able
to do.
While educators and officials are thrilled
about the completion and the implementation of the standards, the raised academic
expectations at the early childhood level have
sparked some concerns about childrens access
to high quality preschool education.
Gov. Dannel Malloy announced in June the
allocation of pre-kindergarten opportunities
to 1,020 children from low-income families
in 2015 and 4,020 children by 2019. But
Levy, Coakley and Coleman all agreed that the
long-term goal under the new standards is to
achieve universal public preschool statewide.
We dont have universal access yet, but

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I think were heading in that direction,

Coakley said.
There is an awareness in every one of our
districts about the importance of education
for young children and about the need to
partner with the private programs and work
together, said Coakley. There is a bigger
picture.
In our professional development, we often
talk about these standards as being guides
and not gates, Levy added. They should not
serve as barriers to children accessing programs or support.
While the state is likely still years away
from all children having access to pre-kindergarten environments that implement these
new standards, Levy said she is confident that
the action guides available to parents will be
helpful tools in preparing their children for
kindergarten.
A lot of high-quality early care and education settings as well as parents are already
doing the things that promote of all of these
skills, she said. This is really a tool to help
them think more deeply about what theyre
doing. The action guides that go with these
standards [are] a really good place to start for
someone who may not have a degree in early
childhood education or for families who are
learning the ways to support their children.
Coleman was confident that public preschool is all but an inevitability at this point
in Connecticut.
I think we all now understand that there is
a growing number of preschool children who
come to school behind and never seem to
catch up, Coleman said. The quality of the
experience in the preschool is so much more
important than ever.
In the meantime, Levy said there have been
many glowing reviews about the CTELDS
booklet and an excitement to start using these
guidelines in classrooms.
I think that overall people feel that its a
useful tool in supporting children and giving
[teachers] ways to communicate with families
or other care providers, Levy said.
Theres been a very positive response. The
booklets are flying off our shelves.

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 Education Hersam Acorn Newspapers

January 22, 2015

Say oui
to learning French

Snowplow
parenting:
The new normal?

by Frances Moody

by Polly Tafrate
Another family has moved onto your street. They live down
the road from perfecting Tiger Moms and next door to hovering
Helicopter Parents. Their name? Snowplow Parents.
What characterizes them is their zealous attempt to plow away
bumps in their childrens paths before they occur. Their goal is
simple: smooth the way for their childs enjoyment of life which will
guarantee feelings of success with a sprinkle of superiority.
They used to be labeled pushy parents. Teachers became accustomed to them early in the year and because they were a minority,
their behavior was tolerated: school projects resembling media advertisements, complaints about the pace and content of the curriculum,
imperfect test scores, suggestions about how to run the classrooms

The problem is that their number has swelled. Its the new normal.
The following are actual examples no kidding.
Claudias mother was concerned about where she would be sitting
in her kindergarten class. A few days before the start of school, she
sneaked into the classroom, found Claudias nametag on a table and
didnt like what she saw. Rather than sitting with her friends, she
was seated with children she didnt know. The next day Snowplow
Mom approached the teacher with her concern and a gourmet box of
chocolates.
Jakes father was anxious about his son starting college.
Accustomed to daily chats, he called the day after he and his wife
dropped him off, only to learn that Jake couldnt fall asleep because
of loud partying and that when he did, his roommates snoring
annoyed him. So his father did what any good Snowplow Parent
would do, he called the dean of students and persevered until he got
him on the phone. He requested an immediate change of roommate
and/or dorm and ended the conversation by mentioning that when
they ate in the cafeteria on drop-off day, the salad bar was sparse. He
suggested additional items to add.
After graduation, Charlies mother accompanied him to his job
interviews. Not content to sit in the waiting room, she insisted on
accompanying him into the inner office, interjecting comments when
she thought her sons answers were inadequate.
Much has been written on Snowplow parents, but the consensus
of most psychologists and teachers is that childhood and young
adulthood are a time for kids to explore, try new experiences, and
yes, struggle and/or fail. These professionals encourage parents not to
throw away the safety net, but to behave more like guide on the side,
mentioning that when all obstacles are removed from their lives, selfconfidence and problem solving abilities can be compromised.
Amy Tuteur, M.D., sums it up this way: Snowplow parents forget
their principle job is not to make sure that a child is successful, but
to make sure that a child becomes a competent adult. Success will
follow if it is merited.
Parents, put away those snowplows, and while youre at it, the
shovels too. Use a broom if you must, but let your children feel the
snow as they tramp through it.

Often called the language of love,

French is the native tongue of Marie
Curie, Claude Monet and Coco Chanel.
It is not the worlds most spoken language or its fastest growing, but it is
taught in schools across the U.S. and is
spoken in more than 30 countries.
Given its ties to innovative thinkers
and other cultures, French is a popular
language to study. And the best way to
learn it is to start young.
We are teaching kids age six months
and above, said Jean-Louis Troch,
executive director for language program
Linguakids in Darien and Larchmont,
N.Y.
Troch suggests children start learning
French before they enter the public or
private school system.
Complete immersion is the best way to
become fluent in a second language, but
for some families that is is impossible.
Parents may not speak another language.
They also may not have the needed tools
to teach one.
Troch said the reason programs such as
Linguakids exist is because children get
additional training outside of school and
are one step closer to complete immersion.
With trained instructors, specialized
language programs also know how to
teach a different language in a entertaining way. Linguakids, for instance, uses
French music, books and videos to subject kids to the romance language.
Study of a Figure Outdoors: Woman with a Parasol, facing left, 1886.
Muse dOrsay
Another important aspect of learning
French is to understand why its imporNormandy conquered England in 1066. During
tant to speak a second language.
the Norman occupation, several French words
Linguakids often points to a Carnegie Mellon
were added to the English language. In fact English
University study that shows bilingual speakers are
able to switch tasks at a faster rate than monolingual speakers who have never been exposed to French
already know more than 14,000 French words.
speakers.
Facts aside, there are other reasons to learn the
The ability to switch mental gears is not the only
language
of love.
pro to learning French. Because it is similar to
French is just a beautiful language, Troch said
Spanish and Italian, French can be used to study
when asked why people should choose French over
other Romance Languages. And unlike Chinese or
other popular languages such as Spanish.
Arabic, it is easy for English speakers to pick up.
And the more words of love one can learn to utter
In addition to Latin and German, French helped
in this world, the better!
shape the English language when William of

say
what
you
need
to

say

Climb out of the box.

Summer writing camps.
cwpfairfield.org
CWP-Fairfield is an affiliate of

 Education Hersam Acorn Newspapers

January 22, 2015

The power
of print
Using newspapers as an educational tool
Many of today's classrooms are filled with
all types of emerging technologies, which
educators use to enhance their students' educational experiences. However, the humble
newspaper has long been a staple in the
classroom and at home and remains one of
the best tools for learning.
Newspapers can be used to further children's academic abilities in a variety of ways.

Improve reading fluency

Fluency, comprehension and inference
of text are lessons that begin as soon as a
child begins learning how to read. Children
need access to a variety of reading materials so they can expand their knowledge and
vocabulary base, and it's never too early to
introduce youngsters to the newspaper as not
only a source of local and national information, but also as a reading tool.
Parents can go through the newspaper
with their children and select articles that
may be of interest. A section devoted to local
events or a particular theme, such as sports
or fitness, may be good starting points.
Children can have fun matching headlines
with photos and following the sequence of
the stories that continue on another page.
They're also bound to be exposed to a number of new words and phrases as they read
newspaper articles, which helps improve
their vocabulary.
Strengthen writing skills
Newspaper articles are written differently
than books. Exposing children to a journalistic style of writing can help them with their
own writing assignments.
Teachers often stress that narratives and
other writing assignments should follow a
certain format so students learn to express
themselves clearly. Students are urged to
validate statements with proof and to have a
logical flow to their work.
By reading articles in newspapers, students
can gain an understanding of how to introduce a subject, expand on facts and summarize a point. Students who tend to be more
pragmatic writers may connect with the journalistic style of writing more so than students
who excel at creative prose.

Children can practice reporting on different events in and around their communities,
emulating the style of writing presented in
newspapers. They also can learn the differences between editorial and opinion pieces.
Make current events accessible
Newspapers are an inexpensive connection
to culture and information from around the
world.
Through newspaper articles, students can
better understand political, financial and
entertainment issues spanning the globe.
Staying abreast of the latest news from
around the world can help students become
more well-rounded and learned. Students
who may have read about events in a history
book can compare those accounts to current
information on what is happening in the
world today.
Develop an eye for photography
Stunning, award-winning photographs are
published in newspapers nearly every day. A
picture is worth a thousand words and newspaper photography helps readers interpret
stories and bring the words to life through
imagery.
Access to newspaper photography can
open up an entirely new world for children.
It also may inspire their own creative works.
Students may be inundated with technological resources both at school and home.
But perhaps no classroom resource can
match the array of benefits provided by
newspapers.