Crestwood Middle School sixth-grader-turned-builder Roshan Kami and his business partner classmates scrambled when their clients said they wanted an already-installed window moved from the east side to the west side of their new house.
The Kentwood Public Schools students were tasked with building the LEGO house on a $76,750 budget using architectural renderings. “We had to figure out all of the parts of this building,” Roshan said after a partial demolition and rebuild. “We had to all work together and get it done really fast.”
Students were learning what it’s like to be a project manager like Tim Johnson at Erhardt Construction in Ada. The last-minute change was to be expected. “Clients do that to us all the time,” Johnson said. “We constantly have to move and shake and figure out how to make it work. It obviously costs money.”
Hands-On Career Exploration
The activity was part of Crestwood’s sixth grade Career Fair, during which 120 students explored construction, healthcare, information technologies and aviation with local professionals.
The goal was to get them thinking about careers and what to do to prepare for them, said Nancy McKenzie, Kentwood Public Schools STEM coordinator.
Aviation professional Dan Douglas talks about working with airplanes
“This is just to give them a little nibble, to plant a seed, so they can explore on their own,” McKenzie said. “It’s a nice overview of a nice variety of careers.”
Students met an airline pilot and mechanic, an IT consultant, health-care professionals and the construction company representatives. Bethany Capra, marketing specialist for Erhardt, said taking part was a chance to let students know potentials in the industry and the careers that await them.
“A lot of people don’t realize all the options in construction and the skilled trades,” she said. “These are areas that will be in high demand when they graduate.”
Carolyn Blake, Kent ISD’s Health Sciences Early College Academy diagnostics instructor, taught students blood-typing (with fake blood), glucose testing and phlebotomy. Health care is another in-demand industry.
Sixth-grader Hana Kamber said she wants to be a doctor, and was happy to learn how testing works. “You might be in an emergency and need to be prepared,” she said.
Sixth-graders Adonis Hughes and Mayson Clark learn how glucose testing works at Crestwood Middle School’s career fair
Crestwood Principal Omar Bakri said the main thing that determines whether a child will be successful is motivation, and exposing them to possibilities is the key.
“To me this is the make-or-break stage,” he said of the middle-school years. “It’s very important we introduce them to careers at this age.”
McKenzie plans to follow up with a visit from high school counselors to talk about how students can plan classes aimed at career pathways and a trip to a college campus.
“We want them to get a broad picture of what high school might look like through a counselor’s eyes, and looking at a college and then backing that up with what they’ve seen today,” she said.
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About Wyoming High School sophomore Bryan Rosello Lizardo: “His peers describe him as someone who helps other students when the teachers are busy… dedicated, kind and a helper… He gives the greatest gift one can give. The gift of time.”
About sophomore Gabriel Pulaski: “Genuinely empathetic, this person is always a listening ear, and not just for his friends, but for anyone who might need someone just to be there.”
About junior Ryan Huizinga: “He approaches life putting others before himself, which has not gone unnoticed by his classmates.”
About junior Lexi Pearson: “One teacher said it is hard to put into words how much she has contributed to Wyoming Public Schools. Her volunteer hours have to be in the thousands.”
About senior Brendan Berg: “He exerts a quiet authority in his leadership, yet at the same time, shows great humility and respect for others.”
About senior Cindy Ochoa: “Attention must be paid to this 12th-grade recipient who exemplifies the actions of kindness by offering advice. She serves as a reminder that positivity and compassion are traits of a leader.”
Junior Ryan Huizinga celebrates with his family
An Alpha Wolf 11 has nothing to do with grades, sports or test scores, but everything to do with being kind, compassionate and gracious to each other, said Principal Nate Robrahn. These descriptions explain why six Wyoming High School students are Alpha Wolf 11 Champions of Character. Awarded at the inaugural ceremony for the new program, students wept as they were named supreme pack leaders of the Wyoming Wolves in front of an audience of staff, administrators, Board of Education members and City of Wyoming officials. U.S. History teacher John Doyle read lengthy narratives about each student before revealing them as winners.
“On a scale of 1 to 10, they’re an 11,” he told students. “It has everything to do with what you do here at Wyoming High School. This has to do with what people you are on the inside, and making us a better community inside the walls and outside this place as you spread what this is. You all here, all 1,000 of you in this gym right now, are great young people and you have the chance to make a difference.”
Putting Character First
Doyle approached Wyoming staff with the idea for Alpha Wolf 11 after his son, Ian, received a similar award through Grandville High School’s “Ryan Fischer Be an 11” program. The Grandville program is named after student and hockey player Ryan Fischer, who died of a heart condition 2014.
Doyle was so moved he wanted to bring a similar program to Wyoming. “I was just like, ‘We’ve got to do this. It is so impactful. We are going to pull this off bigger and better. We wanted to give it back to the kids and community.”
Sophomore Gabriel Pulaski reacts to being an Alpha Wolf 11
Doyle said he wants students to realize character is the most important thing in life. “We’ve got all these awards for athletics, scholarships, band, this and that. How about just the regular kids. How about kids getting an award for simply being good?”
Doyle told students that he sees great things happening. “This school, when facing adversity, just continues to impress me. I love it here. A lot of people love it here. Continue to be kind, compassionate and gracious… It will all work out.”
His voice boomed. “That’s why this school rocks. That’s why this school is a good school!”
Robrahn, who began as principal in 2013, said he’s constantly impressed with his students. In nominating each other, students wrote incredibly powerful things.
The first six Alpha Wolf 11s are honored on the gymnasium wall
“These are the nicest kids, the kindest kids I’ve had in my career,” he said. “That’s the piece we want for kids. All the academic content is important, but if we can help kids take care of each other, it’s a better world we live in.”
Six students, two from each grade at the 10th through 12th-grade building, will be named Alpha Wolf 11s each semester.
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Godwin Heights High School senior Cameron Gray overheard a classmate telling Kent School Services Network community coordinator Duane Bacchus that he needed new shoes. Cameron stepped up, offering a brand-new pair of Nikes he had at home.
That kind of compassion is what Bacchus sees all the time in his job. While Cameron’s gift came unexpectedly, Bacchus regularly links students with resources they need, from glasses to clothing to food and housing needs, even mental health services. He also acts as a sounding board for students who are stressed, depressed or struggling with a problem at school or home.
“This room is sacred,” he said, of his office located in the school’s media center. Students popped in and out on a recent Monday morning. One wanted a letter of recommendation. Many just wanted to talk.
“I have a very strong open-door policy. You are welcome anytime in this room,” Bacchus tells his students. “A lot of the time it will be just kids stopping in to say, ‘Mr. B, today is crazy.'”
But sometimes it’s more serious.
“At the high school level, you definitely have the behavioral and mental health component that’s way more prominent,” Bacchus said.
The high school in September implemented the KSSN model, which includes Bacchus and site clinician Rob Conrad, to serve as a school-community link. It is funded by way of a $250,000 three-year Steelcase grant. Specific points of focus are attendance, reducing discipline referrals and suspensions, Principal Chad Conklin said.
“One of the main impacts we’ve had so far is just the opportunity to refer students and their families to services,” Conklin said. “That’s a huge impact for our students.”
Many Godwin Heights students have received new glasses through connections made by Kent School Services Network
KSSN, a countywide program, brings social and medical services to students’ schools and homes. It is run through a partnership with local districts and Kent ISD. North Godwin Elementary is also a KSSN school, along with more than 30 others in Kent County.
Most resources come from local churches, organizations, clinics and businesses. It’s Bacchus’ job to connect students with resources, and Conrad, a licensed social worker, links them to health-care organizations, doctors and counselors.
Someone to Talk To
Though he graduated with a bachelor’s degree in nursing from Inter-American University in Puerto Rico, Bacchus’ career took a turn toward education after he and his wife had triplets. He worked as an intervention specialist at the high school for three years before the KSSN role became available. “I already had many great relationships here,” he said. “I wanted to maintain those relationship with kids.”
Much of Bacchus’ time is spent just talking to students who open up about stress in academics and social life. He teaches coping skills and refers them to Conrad if they need outside evaluation.
“This is the most stressed-out demographic,” Bacchus said of teenagers. “There are so many pressures, and social media makes it 10 times worse. You have societal pressures. They are coming from low-income, poverty-stricken areas…They just don’t know how to cope with all these pressures.”
Senior Romeo Edelen said Bacchus “knows how to talk to kids… He makes them feel comfortable. If they have a problem, he’s easy to come to.”
Added senior Carlos Martinez: “Students are always in here if they have an issue. I come in here when I get pissed off. He’s the teacher almost every student likes.”
If a student needs more, Bacchus refers them to Conrad.
“There’s a lot of anxiety and depression, stress over school and friends, and home life is tough,” Conrad said. “There are body image issues like anorexia and bulimia and self-harm.” After determining the level of care needed, Conrad refers them to counselors and other healthcare services.
Creating Lasting Links
A big mistake is to dismiss outside circumstances in students’ academics, Bacchus said. That’s why wrap-around services like KSSN are so important.
Senior Cameron Gray donated shoes to a classmate
“I’m so passionate about the KSSN model,” Bacchus said. ” One of the biggest mistakes we’ve made our in education system over the years is to separate what happens in these four walls and cut it out of what happens in everything else. It’s so connected.
“I truly believe in the product. I truly believe in what we are trying to do here.”
Bacchus works to create resources unique to Godwin, tapping into community agencies and organizations. A native of the U.S. Virgin Islands who has also lived in Puerto Rico, he also helps the districts’ high number of Spanish-speaking students and their families with communication needs. He plans to add a room for parents who speak English as a second language to help them stay abreast of their children’s academics.
Being part of Godwin has revealed to Bacchus the amazing love and energy in the district, he said.
“The heart of these kids is just amazing,” Bacchus said. “These kids are constantly thinking about how they can help each other. They see themselves as a family in many ways.”
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Taking the PSAT left Kent Innovation High School sophomore Anna DeBraber feeling stressed, frustrated and as if the years of work in class and the community didn’t matter.
She became so emotional about it that she created a 7-minute Facebook video to vent her concerns. Her score doesn’t reflect the real-world skills she’s developing at the non-traditional school where she gets to focus on group projects and presentations for a professional audience, she said.
“I’ve been thinking for a long time and seeing the effects testing has on the schools I’ve been to and schools around me,” she said, noting that the high school she previously attended was very ACT-focused.
The PSAT left her feeling that U.S. education has become very superficial, she said. “It gave a sort of sense that this test score, whatever you got, purely demonstrated everything you’ve done in your four or six years of upper education. It was the end all, be all. ‘Here is what you’re worth.'”
Anna’s perspective sheds light on what students face in U.S. classrooms, where they take an average of 112 state-mandated tests during their K-12 education, and high-stakes consequences are impacting them, their teachers and schools, said Bob Schaeffer, public eduction director for the The National Center for Fair and Open Testing (FairTest), based in Massachusetts.
Schaefer and other educators believe it’s time for change.
Tests, Tests, Tests
Those words carry a weight much greater than they once did. Fifteen years ago, when Godfrey-Lee Public Schools Superintendent David Britten was principal at a fifth-and-sixth-grade school in Wayland, he and his staff used standardized test data to find patterns and to set goals.
The tests provided information, but weren’t tied to rewards or penalties. “They were not high-stakes tests by any means,” he said.
Now it’s a different story. Discussion on schools — whether affluent or poor, urban or suburban, traditional or non-traditional — quickly circles back to testing.
The U.S. upped the ante for schools, beginning with the No Child Left Behind era of the Bush administration and continuing through the Race to the Top initiatives started during Barack Obama’s first term. Scrambling to grab national incentives and avoid penalties, states have created their own ranking systems and penalties.
“I don’t have a problem with standards and accountability at all,” Britten said. “It’s this belief that putting all our nickels on the table for a once-a-year assessment like this causes us to narrow the curriculum and teach only at service level. We need to dig deeper.”
A high percentage of teachers’ evaluations are determined by testing. Schools are ranked according to scores. Students are drilled from an early age on what will be on a test, whether it’s the upcoming state assessment or the SAT, and they’ve learned to prioritize tests over other things.
Curriculum has been modified to align with the tests. Teachers are afraid to take risks and try different ways of teaching, Britten said.
“We’ve tried in the past to teach more on an interdisciplinary scale or project-based learning approach. Teachers feel that if they can’t cover the content they are going to be the ones on the carpet for how the kids perform, so they are afraid.”
Britten said there’s no doubt the testing shed light on gaps in learning and the inequity present in low-income urban schools, but it’s had negative effects which have affected teachers, students and the quality of content being delivered. With most of the focus on math and reading, science and social studies have often been set on the back-burner.
“It’s created an environment where people feel they are being solely evaluated as an organization and individuals based on one test a year,” Britten said. “You see when you walk in classrooms the sense of urgency to get things done by the end of the bell, to cover it all and hope the students retain it. The pressure is on them to make sure the test is aligned with what the state mandates.”
That urgency is misplaced for reasons greater than getting everything covered. There is research that indicates that a student’s emotional intelligence is a better predictor of future success than standardized test scores, said Northview Public Schools Superintendent Scott Korpak.
“This isn’t to say that standardized tests don’t have a place in a student’s education. They do. But they are not the primary indicator. An analogy would be of a well-balanced meal. Every part of the meal is necessary for proper nutrition. Just like our students need to be safe, physically and emotionally healthy, engaged, supported and challenged,” Korpak said.
There’s another thing to consider as well, a fact that doesn’t always make it into discussions. “I think a lot of our legislators have been sold a bill of goods by the big testing conglomerates like Pearson and others who have made billions off this test market since 2002,” Britten said.
U.S. students will take an average of 112 state-mandated tests during their K-12 education
Curriculum Dictated by The Test
Cedar Springs High School teacher Larry Reyburn is concerned that schools aren’t meeting the needs of all students. “There’s a portion of our student population we aren’t serving very well: the top and the bottom,” he said.
A long-time biology and agriscience teacher, Reyburn said students would be much better served if education was tailored to their individual needs, different from one student to the next
“We throw them together and give them all the same test,” he said. “We are so focused on getting kids ready to take the SAT and MME (which all juniors have to take) that it’s distracting…We seem to be giving up more and more of our autonomy at greater levels concerning what is being taught at Cedar Springs High School.”
Also the school’s Future Farmers of America advisor, Reyburn teaches students to grow food, tap trees and cultivate a community garden, things that are hands-on and real-world. He wants all of them to know about global issues regarding food and agriculture, and to be able to thrive in a professional environment, adapt to change, work with people, solve problems and figure things out.
“To a point, you have to teach to the standardized tests. It dictates a lot of what you spend time on. You spend a lot of time aligning things to the test,” he said.
Are Things Starting to Shift?
There are some indicators that education is beginning to lessen its intense focus on testing.
The Obama administration recently said schools need to minimize time spent on testing. New Michigan State Superintendent Brian Whiston has said he wants to cut down on the amount of time schools spend on taking standardized tests, and discussions have centered around dropping the M-STEP in lieu of a type of test educators feel is more valuable in helping students in the classroom. M-STEP results, like its predecessor MEAP, are not available until the next school year. The Michigan Department of Education recently modified its schedule for the M-STEP test to reduce the number of hours spent on the test taking and preparation.
“We have to have multiple measures and we need to change to a growth model,” Whiston said at a fall retreat for Kent ISD superintendents. “Where did I as a teacher get a student at any grade level, and where did I take them? That’s where the conversation needs to be.”
He said teachers need to assess every day how students are learning.
“And certainly, when we spend $13-$14 billion on education, we have a right to see if we’re getting value for that investment. But that assessment has to make sense, and it has to be multiple measures, not just one test, one day.”
Korpak agreed that tests like Measure of Academic Progress (MAP), administered through the Northwest Evaluation Association (NWEA), provide better data for schools. “This test provides almost immediate feedback, and provides information to the student, their family and the teacher,” he said. “With this option, it makes me wonder why the state of Michigan has to develop their own test, the M-STEP.”
State Rep. Thomas Hooker (R-Wyoming, Byron Center) a former Byron Center High School teacher, echoed Reyburn’s thoughts.
“I think we are putting way to much emphasis on testing,” he said, noting that standardized test don’t take into account children with different needs. “The amount of hours we are taking the kids out of the classroom to test is a problem as well.”
Also, No Child Left Behind was replaced in December when Obama signed The Every Student Succeeds Act, which loosens the federal grip on education. Under the law, schools are still required to assess students annually, but there is added focus on college- and career-ready standards. It puts assessment of student performance and school rankings into the hands of the state and is based on multiple measures. Interventions for schools in the bottom five percent will also be identified and developed by the state with dedicated funding for the lowest-performing schools.
In terms of evaluating teachers, a Michigan bill passed in November, Senate Bill 103, creates new standards to evaluate teachers and administrators. Districts will have to weigh many factors, including student-growth data based on state and local tests and in-classroom observation of teachers. Though 40 percent of the evaluations will be based on state and local tests, that is down from 50 percent.
Sophomore Anna DeBraber created a video to vent about her concerns with standardized testing
‘Make School More Meaningful’
Anna, the frustrated Kent Innovation High student, would like to see an education system where students can excel at what they love and become more than just good test-takers. She wants all students to be able to develop skills not recognizable through bubble tests.
“Overall, I think it should be recognized that students aren’t all the same based on the year they were born. They have individual skills that aren’t necessarily measured by the test,” she said. “If people don’t feel so boxed in, if they feel more passionate about their education, they will take the opportunity to learn more, We don’t have an environment right now where that’s the case.”
She said she likes Kent Innovation High, where she feels she is learning skills she will use in her career. “There’s a real-world audience and a way to connect with the world. It makes the work more meaningful.”
Anna thinks the state needs to recognize the individuality of every child and create diversity in learning. “One size doesn’t fit all.”
SNN Reporter Charles Honey contributed to this article.
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Hidden Pain: Bringing Youth Mental Health Out of the Shadows is a series on students’ mental health, the sources of their distress, and how schools and communities can help. Photos from School News Network
For students battling anxiety and depression, sometimes the greatest stress comes from seeking success.
In today’s culture of high-stakes testing, high-cost college and all-everything excellence, getting anything less than an A on an exam can push a student’s panic button. So say local students who work to help their peers suffering from mental-health issues.
“A lot of people feel pressure to be the best – that all-star student, athlete, child,” said Bri Houle, a senior at Rockford High School, where 21.5 percent of her classmates have 3.9 grade-point averages or higher. Even though she is a trained peer listener for students having problems, she admits she puts some of that pressure on herself at test time, causing her anxiety.
“If I got a B, my mom would be like, ‘That’s great, that’s fine, it’s just one test,’” Bri added. “But I can’t physically, mentally be OK with that.”
Lucas Buck sees similar anxieties at Grandville High School: students putting pressure on themselves because of test stress, worries about college and careers and balancing their busy schedules. The Grandville senior also sees pressure on his generation coming from social media and hyper-vigilant parents.
“One friend got a B on an AP calculus test and she freaked out,” said Lucas, president of the City of Wyoming Teen Council, which works to get students involved in their communities. Helping students deal with anxiety and depression is a priority for the group this year.
From these student leaders’ perspectives, the relentless push to excel is a major challenge to many students’ mental well-being. But they say problems at home or with their friends, feelings of social isolation and the invasive power of social media also pile onto students’ daily lives, leading some to depression, self-harm and suicidal thoughts.
Students Helping Students
Bri Houle and Nick Ignatoski head a group trained to listen to and support students with their problems.
That’s why Lucas, Bri and other students are involved in student organizations that reach out to classmates who need extra support – and, increasingly, professional counseling.
“It’s a huge issue for us,” said Nick Ignatoski, co-president with Bri of a student advisory board for Rockford Public Schools’ Developing Healthy Kids program. “One is too many – one suicide or one person with a mental-health issue is too many. If we can find that one person, that’s our goal.”
Students are pursuing that goal along with school counselors, administrators and agency therapists who say they’re seeing a rise in student mental-health problems. As part of SNN’s continuing series on the issue, educators say they’re making more referrals to mental-health agencies, some of which have had to add beds for teens and children.
Interviews with students in Rockford, Grandville and Wyoming show they share their school administrators’ concerns about the trend – and are trying to do something about it.
At Rockford High School, Bri and Nick are part of a Peer Listeners group trained to meet with students having problems, and refer them to counselors if necessary. They also serve as advisers to the district’s Developing Healthy Kids series, which focuses largely on mental health. At the next public assembly on Jan. 19, students will talk about their pressures and preoccupations, while a therapist will discuss how teen minds work.
So far this school year, 19 students have had meetings with Peer Listeners, who fill out feedback forms about the encounters. Many of those have documented students struggling with depression, said school counselor Sarah Young.
Fitting In, Standing Out
Some of the problems that Young and the Peer Listeners see derive from being in a big school of about 2,000 students. That can breed a sense of isolation in some students, or unintentionally leave a new student sitting by herself at lunch, Young said.
“Especially at a place this big, it’s hard to make a name for yourself or stand out,” said Nick, who competes in baseball and plans to study bio-engineering at Michigan State University. “Students try so hard to do that, whatever they can to find that spot. I think sometimes that is too much.”
This is in a school culture that prides itself on excellence – where “mediocrity is not OK,” as Young put it, and where many students compete to be the top academic achievers. Further, social media can add another kind of competition waged on students’ smartphones.
“Some people definitely care how many ‘likes’ they get on things or ‘favorites’ compared to their peers,” Bri said. “If they don’t get a certain amount of ‘likes’ on Instagram within a certain time, they’ll take it down.”
Worse are subtle forms of cyberbullying. A popular one is “sub-tweeting,” where students post mean messages on Twitter about another student’s tweet, but without naming the person. For the target of the sub-tweet, it can be embarrassing or humiliating.
Bri insisted she doesn’t dwell on her social-media popularity.
“I have my select group of friends,” said Bri, a lacrosse player who plans to study athletic training in college. “What do I care if somebody else doesn’t like the picture I posted?”
Taking Its Toll
At Grandville High School, Lucas Buck said the toll mental-health issues take on students can affect their whole outlook.
Grandville senior Lucas Buck is president of a teen council concerned about student mental health.
“It’s an important subject because someone’s mental health can really dictate how their life is and how they see the world,” Lucas said.
It’s one of his prime concerns as president of the Teen Council. The group partnered earlier this year with the Wyoming Community Foundation’s Youth Advisory Committee to survey Grandville, Wyoming, Kelloggsville and other area high school students about concerns facing teenagers today. One of the biggest was mental health.
Teen Council members plan to choose a cause this year to help students with anxiety, depression and other concerns. Last year, members participated in a three-week Mental Health Series at Wyoming Junior High School to link families with resources and get students involved with positive activities.
“Depression is a big problem at our school,” said Wyoming High School senior Candice McKenzie, a Teen Council member.
She’s also noticed students with tendencies to self-harm — cutting their skin — since she was in middle school. Some hide the cuts and others call attention to them, she said.
Candice said teens face myriad problems in their home lives and get caught up in portraying an unrealistic image glorified by the media. Social media interactions only compound that pressure.
Lucas said there’s still stigma behind getting help for mental illness, but programs like the Be Nice campaign, which is very active in Grandville, are making a difference. Be Nice, started by the Mental Health Foundation of West Michigan, educates people about mental well-being, anti-bullying and the importance of treating others with civility.
Student Support is Key
Candice McKenzie says depression is a big problem among her Wyoming High School classmates.
Rockford also has programs in place to support students and spot bullying, such as the OK2SAY state reporting system. It also offers a broad range of clubs and activities, from a Gay Straight Alliance to a women’s empowerment club. These can help students find friends and motivation for school, Bri and Nick say.
Above all, students need involvement – and other students to care about them – in order to feel good about themselves, Nick said.
“Everybody’s different, so it might be a two-person club,” he added. “But if those people are good support for each other, then that’s perfect.”
Games were getting heated in the Wyoming Intermediate School classroom. Ace and king battles popped up in the card game, War; jacks were smacked silly in Slapjack and things got a little wild in Crazy Eights.
It was cards day in Game Club at the fifth- and sixth-grade school. Sixth-grader Eric Moras and fifth-grader Thomas Austin took turns laying down their cards, gasping at a war of aces. “I joined because I wanted to relax after the school day,” Thomas said.
Red Rover, Twister, birthday-game relays, Scrabble and Hungry, Hungry Hippos are just a few of the games a dozen students are playing. The weekly hour-long club was started by school counselor Christine Karas.
In the techie world of video games and social media, Karas wanted to introduce students to the beloved time-worn games generations before them enjoyed.
Fifth-grader Thomas Austin and sixth-grader Eric Moras play war
“Kids don’t interact with each other as much as they used to,” she said. “There’s a lot to be said for working together and having good, old-fashioned fun.”
After passing out a deck of cards for each student to bring home to play with their families, she explained her other motive in running the club. “Kids are having fun without realizing they are learning important skills because, with games, you are in a position that you have to use those skills.”
Karas was referring to the character-building skills she helps instill in students every day when they come to her office struggling with a range of personal issues. Games require students to take turns, learn to be good winners or losers, be patient, face frustration, problem-solve and take risks.
Sixth-grader Michael Lynch deals cards during Game Club
Plus it requires lots of face-to-face interaction for shy students who like to hide in the back of the classroom, she said.
Sixth-grader Illiana Valdez-Ortega, a fan of chess and checkers, said she enjoys Game Club. “I like a whole bunch of games. They are really fun and when you get bored you can always play them again and again.”
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Marshmallow-y, chocolatey Snowman Soup, Tic-tac-toe games packaged in burlap bags, colorful ornaments, glass magnets and other crafty items will fill the stockings of parents and siblings of Gladiola Elementary students, thanks to some business-savvy students.
The school recently was transformed into the “Wolves Warehouse” Christmas marketplace, as students from kindergarten to fourth-grade classes sold items they created to students and parents.
Homemade crafts for sale covered tables at the marketplace
It was a school-wide lesson in economics as well as a way to share holiday cheer, said fourth-grade teacher Mindy Harris. Rather than offer an adult-run holiday gift shop, students learned grade-level concepts of running a business, like producers and consumers, supply and demand and opportunity cost.
“It’s a real-world connection to economics instead of just spending money,” Harris said.
Each class chose an item to make, set the price and created advertising. Donations and teachers covered initial costs, and each class got to choose how to spend its profits.
Harris’ fourth-graders very quickly sold out of the glass magnets they made and peddled for 50 cents each. Student Dion Idrizi was excited.
“It feels good because everyone wants to buy our magnets, and we will get some money and make a profit,” Dion said.
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The clouds cleared enough to see Venus and Jupiter during Night School at Endeavor Elementary on a recent Tuesday.
About 300 first- through fifth-grade students stayed up all night, from 10 p.m. to 6 a.m., to watch the wonders of the night sky, study astronomy and participate in star- and planet-themed activities tied to all subjects. “We learned about the planets and the solar system,” said fourth-grader Diego Saldivar.
“The fun thing is being able to stay up until 6 in the morning,” added fourth-grader Luke Elyea. “I drank three cups of hot chocolate.”
Night School, started in 1999 by fourth-grade teacher Susan Stapleton, is held every four or five years to make sure all students have a chance to experience the event during their years at Endeavor.
It takes place during the Leonid meteor shower, which peaked November 18 this year.
Tired students got some sleep, but most stayed up all night long
Stapleton grew up in Ludington, where she saw the Northern Lights and many starry nights. Stapleton started Night School because she wanted her students to see twinkling stars, streaking meteors and glowing planets.
“If it even makes them aware of the night sky, we’ve gained something,” she said. “So many of us never look up.”
Hundreds of volunteers worked two-hour shifts during Night School. Students went out to look at the sky, which was too cloudy for much viewing.
A volunteer from James C. Veen Observatory, in Lowell, provided information on planets and constellations,
Students painted Northern Lights with oil pastels; made constellation telescopes, studied constellations in a blow-up planetarium, and played games like Meteor Math.
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The challenge was to build the tallest Eiffel Tower. After they twisted and tied pipe-cleaners, Endeavor and Meadowlawn fifth-graders’ structures stood straight and high.
Natasha Sirrine, a Grand Valley State University School of Engineering graduate student, was impressed. “I’ve never seen four really good ones, ever,” she said, eyeing the colorful towers. “These are fabulous.”
Fifth-grader Melanie Delvalle helped construct the winning tower. “I like engineering because you can build things, and I like creating new things,” she said.
Nearby, Amoria Taylor-Smith tinkered with the gears of a unmanned aerial vehicle, also known as a drone, brought in by Kent ISD STEM consultant Ebiri Nkugbu. The youngster was amazed to learn what the aircraft can do, like take photos of crops up close.
“I want to be what he is,” said Amoria, pointing to Nkugbu. “I think it’s cool that he can build stuff.”
Natasha Sirrine, Grand Valley State University School of Engineering graduate student watches Melanie Delvalle construct a pipe-cleaner Eiffel Tower
It was the final of four events hosted to expose Kentwood Public Schools fifth-graders from 10 elementary schools to the world of science, technology, engineering and math, or STEM. Through hands-on activities, students got to thinking about jobs in the field, which went way beyond looking through a microscope.
“It’s exciting to see and learn about stuff I never knew before,” said student Vedad Vila. “I kind of want to be a computer engineer.”
Led by Experts in the STEM Field
Endeavor and Meadowlawn students broke into 25-minute sessions hosted by representatives from GVSU, Kent ISD, Hope Network, Open Systems Technologies, Kent Career Tech Center, and architecture and engineering firms Fishbeck, Thompson, Carr & Huber, Inc. and Progressive AE.
Students spent the morning focused on “seeing, doing and learning,” to become exposed to jobs like scientist, arborist, nutritionist and architect, said Nancy McKenzie, Kentwood Public Schools STEM coordinator. Last year, McKenzie organized girls-only STEM events because of the under-representation of females in STEM jobs, but this year they were open to all students.
Checking out an unmanned aerial vehicle
“It’s planting a seed, giving them a glimpse into the career world, the STEM world,” she said. “Hopefully, during the rest of their years at Kentwood they will continue to hear more about STEM, attend more activities like this, take classes at the high school in engineering and CAD.”
Another goal is skill development. Group work, problem-solving and goal-setting skills translate into what students will need in adulthood.
Jobs of the future — many of which don’t even exist today — are likely to involve technology, said Jeremy Wise, managing consultant for Open Systems Technology, who taught basic programming concepts on cardboard. Students were challenged to teach their “robots” three ways to move on the board.
“Honestly, everything is software-driven, from programming to calculators, to cell phones,” Wise said. “I think the next generation needs to understand how they work and be able to tell them what to do.”
After building his own miniature wooden car during a session led by Joe Phillips, an instructor for KCTC’s Design Lab, student Joseph Amani let it zoom down a ramp to see how far it would go.
“It can go farther than any other car,” he said. “I think it’s awesome.”
Phillips said his goal was to help students learn design, and how it’s a process of trial and error.
After students tested their cars on the makeshift ramp in the auditorium, he challenged them to make their vehicles even better. That’s what engineers do, he explained.
“Now you can take it back, redesign and rethink how you want to do.”
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Lori Hayes is finishing up math and science courses in the Wyoming Public Schools Adult Education Program to earn her GED. Once in awhile, she has to bring her 10-year-old daughter, Chloe, to class with her.
One day, after listening to a lesson led by teacher Justin Van Etten, Chloe walked up to the white board and correctly finished a math problem. “That’s why I’m doing this,” said Hayes, who has two other daughters, ages 17 and 15. “I didn’t really see how important this is until I saw her up there doing what I was learning. It was inspiring.”
Hayes, 37, is among thousands of adults statewide working to earn GEDs, improving their basic literacy and math skills or learning English in state-funded adult education programs. They are seeking brighter futures, better paying jobs, college degrees and careers. Many, like Hayes, also hope to give their children a better chance at their own dreams.
Hayes and Jeremy Showell, also a Wyoming student, served as first-hand voices on the impact of adult education programs and the need for improved investment and resources. They joined fellow students from across the state in addressing legislators and key policymakers during “FamilySpeak: Building Family Literacy Through Adult Education” at the State Capitol in Lansing.
The event was hosted by Michigan’s Children, a nonprofit organization focused on the needs of the most challenged children from birth to adulthood and their families, and the Michigan Association of Community and Adult Education, which works to provide a framework for community education at the local, state and federal levels.
Bob Steeh, president of MACAE, said state aid for adult education was reduced in the 1990s from $80 million to $22 million, forcing many programs to close. Now allocations total about $25 million, and students in state-funded programs, usually run through school districts, have dropped from 80,000 to 29,000 per year. Programs decreased from 175 to 75.
Fewer locations mean many students make long daily treks to get to class.
“It all equates to how you can access programs. My biggest argument is if we want to curb poverty and change the lives of families, we have to do something about that,” Steeh said.
As the state is pushing to improve third-grade reading proficiency, investment needs to target the entire family, said Michele Corey, vice president of programs for Michigan’s Children. Statewide, 42,000 people ages 18-34 have less than a ninth-grade education.
“There’s a lot of evidence that talks about how connected the kids’ educational success is with their parents’ educational success,” she said.
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The lights were on at the Godfrey-Lee Early Childhood Center and Spiderman and Batman were in the building.
The district’s after-school program, TEAM 21, recently welcomed families and students for a night of games, superhero-mask decorating and Halloween cookie munching during “Lights On After-School.”
About 7,500 after-school programs participated in the annual nationwide event. It was started in 2000 by the Washington D.C.-based nonprofit organization Afterschool Alliance, which promotes keeping the doors open after school to offer academic help and recreation for students.
Sixth-grader Jasmin Landero said TEAM 21 is a great place to stay busy after school
Godfrey-Lee TEAM 21 coordinators put their own twist on the evening, inviting families by “Calling All Superheroes” to the event. Sixth-graders led games in the hallways for youngsters, some dressed in costumes. Families ate dinner provided by the school and took photos with their favorite caped crusaders.
“The whole point of the event is to showcase that we are here to help with the kids,” said Brittani Stickler, TEAM 21 site coordinator for the Godfrey-Lee ECC.
While the evening was focused on fun, TEAM 21 offers homework help and enrichment activities after school Monday through Thursday, plus summer programming. “We target at-risk kids and those who need the most academic help,” Stickler said. “It’s been a super help for parents.”
Team 21 is run through a partnership between the City of Wyoming Parks and Recreation Department and Godfrey-Lee, Wyoming, Godwin Heights and Kelloggsville Public Schools, with 15 schools offering programs for students ranging from kindergarten to ninth grade.
Godfrey-Lee is a high-poverty district with a large percentage of English-language learners. Many parents work in the evening and aren’t able to provide homework help, district officials said.
Sixth-grader David Arellano poses with Godfrey-Lee Rebel mascot
Ramona Maleka Freeman came to the event with her five children, two of whom regularly attend TEAM 21. “I like the way they help out with homework and spend a lot of time loving and caring for the kids. I like that it’s a positive program and the kids aren’t out learning negative things.”
Sixth-grader Jasmin Landero spread orange frosting on a cookie. “TEAM 21, to me, is not just a school thing. We get school stuff done, but we really have fun.”
Need for After-school Programs by the Numbers
• 19.4 million kids would participate in an after-school program if one were available to them.
• 11.3 million kids are on their own in the hours after school.
• 23 million parents of school-age children work outside of the home full time.
• An analysis of 68 after-school studies found that students participating in high-quality after-school programs went to school more, behaved better, received better grades and performed better on tests compared to non-participants.
• A study of outcomes associated with participation in after-school programs found that students who regularly participate during elementary school showed a variety of gains, including narrowing the math achievement gap at grade five between high-income and low-income students; improving work habits and self-efficiency; and reducing absences.
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Kent County Health Department vision and hearing technician Denise Knight asks Murray Lake Elementary kindergartener Marley Beauchamp what the dots on a page look like to her.
By: Paul R. Kopenkoskey, Charles Honey, Erin Albanese and Linda Odette – Schools News Network
Marley Beauchamp slips on a pair of 3-D glasses, but it’s not because she plans to munch popcorn while watching a popular animated film.
Instead, Kent County Health Department vision and hearing technician Denise Knight holds in front of the Murray Lake Elementary kindergartener a book that shows a page with a seemingly random array of dots printed on it. Knight asks Marley what she sees, but she is hesitant to answer. Knight then asks if she sees a butterfly. Can she touch the wings on the page? Marley shakes her head “no.”
Known as the Butterfly Stereo Activity Test, this is one of a battery of eyesight evaluations the health department conducts. The screening does not diagnose a potential vision problem, but may refer a student to an eye-care professional for further examination.
“For her to pass the test, she has to see a butterfly,” Knight said. “It pops out as a 3-D image.”
Michigan law requires hearing and vision screening prior to admission to kindergarten. Once a child is in school, free screenings continue on a regular basis, specifically between ages 3 and 5, and then first, third, fifth, seventh and ninth grades. Screenings are provided at no cost to families, and are conducted by a local health department, usually in school.
Seeing is Learning
Whether it’s learning how to read or do fractions, good vision and learning are connected. Experts say around 80 percent of what a student learns in school is from information presented visually.
Students who can’t see properly don’t have a learning disability, but it can be a sign of possible eye health and refractive problems such as nearsightedness, farsightedness or color blindness, among others. And that can make it tough to understand and remember what was taught.
Those are key reasons why the Kent County Health Department’s vision program, which provides screenings in all schools in Kent County, checks for several things: visual acuity, eye muscle function, nearsightedness, farsightedness and symptoms of other possible eye problems.
In Kent County, of the 52,427 children screened during the 2014-15 school year, 4,620 were referred to an eye-care provider.
Of those, 2,202 students did go to an eye-care provider for an evaluation and treatment, if needed, said Chris Buczek, public health supervisor for KCHD’s hearing and vision screening programs.
Parents may also schedule to have their children screened by appointment at the KCHD, 700 Fuller Ave. NE. They usually choose this option if:
They or school staff have a concern and the student was absent when the KCHD was at the school
The family is new to the area
The child will be entering kindergarten and was not in a preschool or Head Start, where they would have been screened
The student was unable to follow the directions for a successful eye screen when a KCHD technician was at the school
“Often, parents may not even be aware we have been there at the school unless the child does not pass,” Buczek said. “We are required to send letters to parents of all students who do not pass. Some schools will publish in their newsletter that we are coming.”
Vision screenings are essential, experts say, because students may not be aware they can’t see correctly, which can snowball into other problems.
Vision screenings are essential because students may not be aware they can’t correctly see, which can snowball into other problems.
“It is not uncommon for students to have some behavior issues, such as lack of concentration or listening, if they cannot see,” Buczek said. “And students may be able to see better with one eye than the other. This could be amblyopia, where one eye does the work of both, and the ‘not-as-good eye’ is in danger of shutting off. This is the main concern for preschool-aged children, since if it is caught early, treatment can be done to diminish the issue.”
Steve Jepson, president and chief operating officer of Michigan-based Rx Optical, says increased screen time is also being researched for long-term effects on the eyes.
“Many believe that this damage is similar to an accelerated aging of the retina, which is irreversible and has the potential to significantly compromise vision at much younger ages,” he said.
Districts, Professionals Lend a Hand
Sometimes it’s a financial struggle for parents to have their children checked out by an eye-care professional or to pay for glasses. In those cases, school districts can often help bridge the gap.
Forest Hills Public Schools participates in a program called VSP Sight for Students, which covers the cost of an eye exam and glasses for those with no insurance who can’t afford the services and meet specific income guidelines.
If students at Byron Center Public Schools need glasses and parents can’t afford them, they’re referred to BC Ministries. The local group assists families with paying for a more thorough examination and, if needed, glasses through one of the local optometrists.
The Godfrey-Lee district has Cherry Street Health Services come to the schools for a period of time during the school year. The independent nonprofit only assesses students whose parents have completed a form for services through Cherry Street, regardless of whether they have had glasses in the past.
Cherry Street will test students for vision, refer to them to a specialist if needed and furnish glasses for those who need them or need their current prescription updated. They also test for glaucoma, while the district’s nurse, Rebecca Quigley, also inquires about other diseases.
Students age 10 and older can also be seen any time during the school year by appointment in any of the district’s school-based health centers, which are housed at Ottawa Hills High School, Union High School and City High School, as well as Burton Elementary/Middle School. Grand Rapids Public Schools nurses and health department staff work to help families receive follow-up care for students who fail their screenings. Some of GRPS’ schools take part in the See to Succeed Program, provided through Cherry Health Services, which provides dilated eye exams, vision screenings and glasses, if required.
“Parents are notified by their individual school buildings of upcoming screenings via school newsletters and other forms of communication,” said Laura Martzke, GRPS nursing supervisor.
Kelloggsville participates in Cents for Kids, which is funded entirely by the district’s employees through payroll deduction or one-time donation, said Tammy Savage, director of instruction.
Local Businesses Step Up
Dr. Troy LeBaron, owner of Professional Eyecare of West Michigan in Kentwood, has provided free eye exams, frames and lenses to students who are referred by Kent School Services Network, a Kent ISD effort that brings health and human services directly into schools.
Last year, LeBaron’s help amounted to at least $25,000 in exam costs and materials, including repairs or replacement of broken or damaged glasses, he said.
“Over the past few years we have roughly seen around 400 students, and that feels really good,” he said.
LeBaron sets aside time to serve students who can’t afford glasses, as identified by KSSN coordinators. He fits in emergency appointments as well. Students must be referred through school.
“My reward is helping these students become productive members of our community and the many thank-you cards that we have received,” LeBaron said.
He’s expanded his services, which started with low-income students in Kentwood two years ago, to other districts that notify him about a student. He said more people have learned the importance of annual vision and heath exams as a result.
“Teachers are becoming very good at detecting vision-related learning disorders,” he said.
Sparta Area Schools works in tandem with the health department, the Sparta Lions Club and a local optometrist. Vision screenings are done first by the KCHD, usually in the fall at the district’s school. If it’s determined a student needs glasses, they are referred to Sparta-based optometrist Dr. David Harkema.
If parents have financial challenges, registered nurse Amy Roelse coordinates with the Lions Club to pay for the cost of glasses.
“We don’t want finances to be an issue for students,” Roelse said. “If they do not have insurance to cover glasses and can’t afford glasses, I take care of that whole process. I work with Dr. Harkema and the Lion’s Club to get approval for the glasses. The Lions Club picks up the bill, and the organization has never told me ‘no’ in 15 years.”
Connect
To schedule a hearing or vision screening call the Kent County Health Department at (616) 632-7047, or click here.
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Chinese students Zheng “Kelly” Haohua and Guo “James” Kaixiang chatted with Band Director Jane Detweiler about playing instruments in the Wyoming High School band. Brazilian student Gabriel Lopez Alves quickly alternated his arms in a fast up-and-down motion using battle ropes in gym class, and Thai student Noparrat (Mint) Likhithattaslip and German student Veronika Rieks settled into their seats in English class.
It was a typical day at Wyoming High School. But this school year, the already diverse student body has gotten even more so thanks to new agreements with international student-exchange agencies. Thirteen students from 10 countries recently arrived to attend Wyoming High School for up to two years.
Five students from Guangzhou, China, are attending through the Weiming Education Group. Eight others come from Thailand, Vietnam, Japan, Mexico, Brazil, Spain, Germany and Turkey, coordinated through Educatius International and other study abroad companies.
Several plan to attend college courses next school year through the Wyoming Middle College, a dual-enrollment program with Grand Rapids Community College.
Brazilian student Gabriel Lopez Alves experiences physical education in America
“I want to learn English really well,” said Chinese student Xie “Niko” Wei, from China, who is interested in economics and business. “I hope I can graduate this year. I want to enjoy every second in America. I want to learn all about the culture of Americans and how this country works. As we know, America is the strongest country in the world. There are a lot of different things we can learn.”
Spanish student Lucia Oliveros-Rodrigues said she’s come to develop her language skills and learn about America.
“I came here because I wanted to change my life and improve my English,” she said. “I want to learn six different languages.”
Why Wyoming is a Perfect Fit
Weiming Education Group coordinators approached Wyoming administrators about hosting Chinese students because of Wyoming High School’s diverse student body and strong English Language Learner support system, said Superintendent Tom Reeder. The student body already represents 20 different birth countries with a large EL population. Flags from every country line a hallway by the main office.
Standing out because of one’s nationality just doesn’t happen at Wyoming, said Superintendent Tom Reeder.
“We thought, ‘Why not bring even more diversity?'” Reeder said. It is the first time in several years that Wyoming has enrolled international exchange students.
Weiming has partnerships with several Michigan high schools including East Kentwood, Rockford, Traverse City, Byron High School in Byron Area Schools, Oxford High School in Oxford Community Schools, and Brother Rice High School in Bloomfield Hills Schools.
Nopparet “Mint” Likhithattaslip, from Thailand, exchanges phone numbers with Veronika Rieks, from Germany
“The exchange students are fitting in real well,” said Dean of Students Jesus Hernandez, who is helping coordinate the program. “They will need support in the building, and the staff stepped up and want to help.”
The district receives $10,000 per student from Weiming Education Group and $4,000 per Educatius student, in addition to state per-pupil aid, Reeder said.
All in the Family
The students are living with local host families, who are introducing them to culture through food, travel and customs. Senior Vanessa Cage’s family is hosting Chinese student Zhu “Mike” Zicheng. Since his arrival, they’ve gone to a water park, shopping and on other excursions. Other students have visited the lakeshore, taken bike rides and gone camping with host families.
“It’s really fun. Mike’s really funny,” Vanessa said. “He taught us a lot of Chinese words. I know my name in Chinese.”
As a student, Vanessa sees the international program as a positive.
“I think it’s better for the whole school,” she said. “I’ve gone to four different schools and they weren’t diverse. That’s why I love this school. Everybody’s nice here. I haven’t met anyone who puts people out for what they are.”
Hernandez and Reeder said they are hopeful the program will expand over the next few years.
“It’s that whole piece of understanding each other, understanding people from different parts of the world who our kids can gain knowledge from. I think it’s part of the Wyoming dream to see this expand. Absolutely,” Hernandez said.
Crestwood Middle School psychologist Kathy Lennon was feeling surly. She was not about to listen to social worker Cathy DeHaan lead a session at the EKConference 2015.
Lennon sat at her desk and picked loudly at the cardboard on her coffee cup. “How are you doing?” DeHaan asked as she approached Lennon to see what the problem was.
“Fine!” Lennon said.
“It looks like maybe you’re stressed out,” DeHaan said.
“It looks like maybe you’re stressed out, and you’ve got a class to teach so you might as well teach it!” answered Lennon.
The professionals were reenacting how a student escalates into defensiveness, and how best to respond to their behavior in the workshop titled, “Mental Health Issues in School and Verbal De-Escalation.” It focused on how a student’s mental health impacts success in school, touching on depression, anxiety, marijuana use and related behaviors.
Teachers match gender and sexual orientation terms to their definitions during the workshops, “Understanding and Supporting LGBTQ Students” (Courtesy of SNN)
Playing to their Strengths
The EKConference allowed DeHaan to share her knowledge with other East Kentwood High School and Crestwood Middle School teachers. Educators chose from 74 workshops spread over five sessions.
Co-created last year by teachers and academic coaches Luke Wilcox and Tracey Kooy, the purpose of the conference is for staff members to tap into one another’s knowledge. Sharing expertise ultimately leads to better teaching, they said, and educators are carrying what they learn into the classroom.
“It’s great for the teachers because we are learning from each other and we are able to hear from different areas of specialty,” Lennon said. “There are so many different subjects to hear about.”
Throughout the day, educators covered topics on technology, art, history, writing, leadership, special education, reading, test preparation, speech, fundraising, math, science, teaching, English-language learners and new teaching approaches.
Counselor Jennifer Bailey shakes a pop bottle, symbolizing growing stress which leads to an explosion during a workshop on mental health (Courtest of SNN)
Workshops were as diverse as exploring ways to use GoFit heart sensors in physical education, and how teenagers use American music and pop culture to establish voice, identity, craft and civic responsibility.
The goal is to give teachers a place where they can easily collaborate, follow up and feel comfortable doing so, said Kooy, an English teacher who has been involved in a research project with the University of Toronto for three years based on professional development needs. Traditional professional development sessions are led by visitors on a one-time basis.
“When teachers can choose their learning, they are more invested,” Kooy said. It’s not everyone learning the same thing, because that marginalizes learning and it doesn’t allow us to seek out where we have a weakness. If we can visit sessions where we feel we can learn the most, it’s empowering.”
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Wyoming, Kelloggsviile, Godwin Heights and Godfrey Lee Public Schools students fill their summer days with fun and activities through TEAM 21, which blended summer school and recreation
By: Erin Albanese – School News Network
In recent years, Michigan school children have enjoyed a three-month summer break, by law not returning to the classroom before Labor Day. But as administrators work to add days to the school calendar, that soon may change.
Paradoxically, the state prohibits schools from starting before Labor Day unless they are granted a waiver, but it is also bumping up the required number of school days. Districts must be in session 180 days and 1,098 hours for the 2016-2017 school year. That’s up from 170 last year and 175 this year.
Kent County superintendents are meeting in mid-October to fit more days into the schools’ common calendar for the 2016-2017 school year, with several ideas on the table: a pre-Labor Day start (by applying for waiver county-wide unless the law is changed), a shorter winter break and eliminating mid-winter break. The common calendar aligns winter, spring and mid-winter breaks so area children have the same days off.
Kent ISD Superintendent Ron Caniff said adding days to the school calendar in June may mean an overall benefit to tourism dollars created by the Labor Day mandate may no longer hold true. Students are already involved in sports, band and extracurricular activities before Labor Day. Most of all, starting school earlier makes sense for many schools.
“At the elementary level, a compressed summer schedule also could be beneficial to prevent regression of learning that occurs over the summer months,” Caniff said.
Wyoming Public Schools’ calendar has stretched from late May or early June until the Tuesday after Labor Day for several years. That will soon change, and Superintendent Tom Reeder, who is on the committee, said starting before Labor Day would align the start of school with extracurriculars.
“I would like to start earlier than Labor Day, when things are back with band and sports and the students have had a break,” he said.
For Kelloggsville Public Schools, the added days won’t change anything, said Tammy Savage, the district’s director or instruction. The district’s school year goes later into June than surrounding schools.
Wyoming students meet a goat during Team 21
“Kelloggsville has 180 student days in their school year and always has,” Savage said. “It is our belief that in addition to the academics, being in school provides social and emotional support as well as numerous after school activities.
“Additionally, with a high (number of students who qualify for free or reduced lunch) we are able to provide two healthy meals each day,” she said, noting that she would like to see the Labor Day law reversed so school can start a week or two prior to the holiday.
Bill Passage Would Change the Law
House Bill 4396 would allow Michigan’s school boards to set their own start date instead of a mandated start after Labor Day. The bill is co-sponsored by Winnie Brinks, D-Grand Rapids. The bill would lock in a four-day holiday weekend, giving students Friday before the holiday off.
For this school year, 100 of the state’s 900-plus districts have applied for waivers to start early anyway, including Greenville Area School District.
Former Superintendent Pete Haines, now Ottawa Area ISD superintendent, said he applied for the waiver because many of the high school students are dual-enrolled at Montcalm Community College, which starts classes before Labor Day. Many other Montcalm County schools also received waivers. Greenville Area School District opened its doors Aug. 31.
Aligning the calendars makes sense, Haines said, but there are other reasons an earlier start works better.
“Frankly, kids are ready to get back,” he said. “They are just ready.”
The issue of snow days also factors into fitting in school days and hours, he said. The last two years have been especially snowy.
Students in TEAM 21 spend a summer day swimming
“There is a concern over summer slide,” Haines said, referring to learning lost during vacation. “This does open the dialogue for what a more balanced calendar would do.”
More or Less School? History Shows Different Trends
As a way to buoy tourism, the post-Labor Day start law was enacted in 2005 to give families one last summer hurrah before school. This year, with the holiday falling as late as it possibly can on the calendar, most students don’t start school until Sept. 8, following more than three months off.
At the time the law came into effect, former Gov. Jennifer Granholm said it would not affect children because districts will continue to spend the same number of hours at school, with wiggle room for vacation days and how late in the spring districts remain in session.
The change is another about-face for the state. Michigan increased its school calendar requirements through the 1990s, bumping the mandated minimum classroom hours from 900 to 1,098, with a minimum of 180 days in session, according to the report, “School Daze: Michigan’s Shrinking School Year,” created by The Center for Michigan, an Ann Arbor-based think tank.
The goal was to incrementally increase the minimum-day requirement until it reached 190 days in 2006-07. Instead, legislators dropped the day requirement completely as of the 2003-04 school year, leaving a 1,098-hour mandate in place. Lansing told districts that they could shorten the school year by making each school day a few minutes longer, according to the report.
“Eliminating the days requirement coincided with single-state and then the national recession, and some districts dropped back to as few as 145 days a year in their efforts to save money,” according to The Center for Michigan report.
Across the country, many states require 180 days of instruction, and many are in school well before Labor Day. Minnesota and Virginia also have the post-Labor Day start-date law.
Another thing to consider is the oft-cited problem of summer slide, when students who aren’t engaged in dune climbs or museum tours slip back reading levels and forget their math. Many districts already work to make summer more enriching for students through various summer programs.
Godfrey-Lee Superintendent David Britten said the reasoning behind the Labor Day law is “stupid,” but students experience learning loss as a result of not receiving instruction in an in-depth, meaningful way. As for the Labor Day start, he’s not convinced it’s much of a factor.
“I don’t think it matters,” Britten said. “I think it’s what we do during the school year that makes the difference, and that’s what we want to focus on.”
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Hamilton Early Childhood Center student walks a path of mulch, rocks and logs (courtesy photo)
By: Erin Albanese – School News Network
Hamilton Early Childhood Elementary Center special education teachers Julie Gaines and Sue Farnham recognize when their preschoolers are overwhelmed, need a break or could simply benefit from time outdoors.
Now they have a place to bring their youngsters. Many have sensory processing issues and find relief in listening to the soft music of wind chimes, sinking their bare toes into sand, smelling lavender, touching shiny rocks and feeling the breeze or sunshine. They can blow bubbles or check out a colorful peace pole, and the state of tranquility and moments of freedom work wonders, the educators say.
Hamilton staff and custodians recently transformed a small school courtyard into a sensory garden, offering a calming place where students can roam, develop a host of skills and use their five senses in ways they are comfortable.
“It’s a great place for them to safely explore,” Gaines said. “They get to make the decision about what to do out there. There are a lot of things to touch… sand is very popular. When our students have been working hard on a focused activity and they’ve concentrated hard, they might need a break.”
Using his sense of smell, a student sniffs a perennial flower
But it goes beyond needing recess time. Children with sensory processing issues inappropriately interpret or organize information taken in by the five senses. For example, an everyday sound such as the hum of a fan that would hardly be noticed by most, might be highly irritating to someone with sensory processing issues; or the feel of clothing might be offensive. A person with sensory challenges might also crave sensory input and want to touch everything, or push heavy objects, or to hear a particular sound repeatedly.
“Our sensory garden offers our children a variety of sights, sounds, textures, smells and experiences that they can explore at their own pace and according to their comfort level,” Gaines said. “The natural light and open space is less irritating than an indoor room might be for them. And of course the beauty of nature, fresh air and sunshine is healthy for the staff too.”
The garden contains a variety of plants hardy enough for curious students to touch
An Outdoor Extension
Hamilton has had an indoor sensory room — with swings, a ball pit, bicycles and other items — since it opened four years ago. Along with break-time for overly stimulated students, it’s also used for gross and fine motor-skill development by occupational and physical therapists. The room abuts the sensory garden.
Hamilton houses Kentwood Public Schools’ preschool programs, a Bright Beginnings Program for infants to 3-year-olds and the district’s special-education early childhood program. All students will use the garden at some point, with special education classes using it the most, said Lori Eaton, the center’s director.
The garden provides hands-on learning. Students can touch plants, watch ants do their busy work in an ant farm, and walk a path made from rocks, mulch and logs.
There’s room for play in the garden too
“It’s going to be amazing,” Eaton said. “Through every sense of the word, they can learn so much out there.”
Farnham, also a speech pathologist, has already used the garden for summer school to meet sensory needs as well as help with motor skill development, language development and communication.
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