Inclusions The Newsletter of the Children’s School PS 372 PTA

December 2008

By Carey Johnson

You might be surprised to learn that at The Children’s School, as in most elementary schools across the City, children are grouped by ability for at least some part of reading, writing and math instruction. And in 4th and 5th grade, math ability groups span the whole grade and aren’t just composed of children within the same classroom.

Wait a minute! Isn’t The Children’s School all about inclusion? About including everybody all together all day?

Well, sort of. The Children’s School is about “differentiated instruction,” offering choices and tailoring teaching to the needs of each student while keeping that student anchored to a particular classroom and community. As our philosophy states, “Children are successful because staff modify their teaching to meet the needs of each child in the classroom, addressing individual abilities and disabilities.”

Ability grouping for specific skills is widely viewed as having strongly positive academic and even social effects. Ability

Math Ability Grouping

Continued on page 4

“Celebrate Color” MS 113

Inclusions • PAGE � Inclusions • PAGE 3

Fall Thank You’sPIZZA FRIDAYS: Thanks to Yvette Ortiz, James Lola, Pauline Toole, Betsy Klompus, and Ellen Simpao. We couldn’t do it without you! So far, we have generated over $5000!

PICTURE DAY: Thanks to Aviva Shapiro, Sandra Schmitt, Paula Beer Levine, and Victoria Cernos who helped the children put their best faces on.

LICE CHECK: Thanks to Ruthanne Gersten and Deanne Solokin for spearheading this project for us again and avoiding another scourge!

BOOK FAIR: Thanks to Carey Johnson, Paula Beer Levine, Ellen Simpao, Carolyn Batzdorf, Alyson Lurie and the many other parent volunteers.

Candy/Gift Wrap Sale: Thanks to Felicia Eve, Barbara Clark and Maria Spencer

Directory: Thanks to Aviva Shapiro, Ellen Simpao and Roxanna Velandria for producing this vital resource.

The New Blog: Thanks to Elizabeth Santiso and Donna Schneiderman for bringing us into the 21st century!

Coordinating the Class Parents: Thanks to Katie Longstreth and Alison Henin

Bowers

InclusionsThe Newsletter of the Children’s School PS 372 PTA

EDITORIAL:

Maria Schneider

LAYOuT & GRAPHICS:

Maria Valencia-Palomo

AD SALES:

Maria Schneider

COnTRIBuTORS:

Alison Bowers

Irina Bulmash

Celeste Coughlin

Felicia Eve

Maria Hodermarska

Carey Johnson

Charla Jones

Artie Mattia

Kristin Mensing

Ann Murphy

Steve Quester

Ellen Simpao

Sandi Stratton Gonzalez

Jane Tomkiewicz

Maria Valencia-Palomo

Roxanna Velandria

Lauree Wise

Ira Yankwitt

InclusIons needs your help!

We love INCLUSIONS, but cannot do it alone.Here’s what you can do:

Design and Layout ___

Write Articles (teacher profiles, newsworthy events, features)___

Scan Artwork___

Photograph School Events and Children’s Performances (digital or film)___

Sell Ads to Community Businesses to Help Inclusions

Become Self-supporting

Please email mariaschneider@verizon.net

By Arthur Mattia

WELCOME BACK EVERYOnE! I can’t wait to tell you how excited I am about the new school year. Since the first day I walked through the building, I’m getting nothing but positive vibes. Students are settling into their new nesting grounds and preparing for another great learning experience. The parent conversations I’ve had seem to echo my feelings and any concerns have been minor and easily remedied.

As with any new beginning, there is a certain amount of anxiety and apprehension for both children and parents. As a result, staff has been busy scheduling meetings to reassure everyone that things will be fine and their young ones are in good hands.

The classrooms continue to be chock full of activities. Besides their daily dosage of reading, writing and math, students will continue to do community building using Conflict Resolution lessons as a guideline. We opened up the year with an assembly on bullying and it is my intention, budget permitting, to bring in additional resources to help staff and students deal with any situations that may come up on this topic. Ms. Maura and Ms. Barbara will be looking to pick up where we left off with the Campaign for Kindness so start looking out for hands posted throughout the school stating acts of kindness toward one another.

Word study, guided reading, ongoing assessment and Teachers College professional development are still an active part of your child’s curriculum. Assistant Principal Cathy Sarno and Literacy Coach Holly Bowers will continue to share their expertise wherever the need arises, assisting staff and lending a guiding hand when called upon.

When we look at the big picture, we see academics and respect for everyone in a positive and nurturing environment.

This just goes to show why I believe The Children’s School is a place that develops not only the minds of children but also their hearts.

Over the course of the summer we lost a few key staff members but let me assure you that their replacements are highly qualified educators who are a great fit for our community. Their transition into our school has been smooth and seamless.

Another exciting event is that our off-site program for students with autism formerly housed in PS 27 has been relocated to MS 113 and we’ve increased the number of classes from four to six. Assistant Principal Rosa Amato will continue to be the force

behind the scenes and Ms. Barbara, who has returned full-time, will split her time between the two sites.

The new inclusion Middle School is at the top of my agenda and I am working with the superintendents of Districts 75 and 15 to see how they can help. The parent body is also getting involved and I appreciate your support. We’ve been patient long enough; the time to act is NOW! Keep your fingers crossed.

The list goes on and on but the biggest joy I receive is listening to the buzz of children throughout the building. Their smiles and their special ways motivate me in a way that words can’t describe. They bring such joy to my heart and music to my ears. In the movie, August Rush, the line “the music is all around us, all you have to do is listen” resonates throughout the building and says a lot about who we are.

Everywhere I turn I see happy children. With that in mind, how could I not be excited? It’s nice to be back. Thank you for everything you do.

Principal’s Report

Inclusions • PAGE 4 Inclusions • PAGE �

grouping is distinct from “tracking,” the practice of segregating “smart,” “average” and “slow” kids in separate classrooms for all or some academic subjects all day long. Tracking has been pretty much discredited as a general educational strategy.)

The seminal research on the effects of ability grouping was done by an educational psychologist and researcher, Robert Slavin, in 1986 and updated in 2003. He found that both within-class ability grouping and across-class ability grouping for math or reading improved skills for all children without resulting in any loss of self-esteem, as long as the following five conditions were met:

· Grouping should only be for a specific skill, such as reading or math. · Group placement should be highly fluid, allowing for frequent reassessment and reassignment. · Teachers must vary the level and pace of instruction by groups rather than just offer the same instruction. · Only as many groups as the teacher(s) can adequately address should be formed. · Students should identify primarily with their heterogeneous class.

Ability grouping at The Children’s School meets Slavin’s five requirements. Reading, writing, and (in the early grades) math groups are often formed on an ad hoc basis to address very narrowly defined skills, such as mastering a particular phoneme (e.g., “-at”), disbanded, and re-formed as other skill needs arise.

Our teaching teams, aides and student teachers provide enough qualified staff to ensure each group has an adult leader who can teach exactly how and what is needed. Broader subjects such as science and social studies are taught to the whole group, and children spend about 65-70% of their academic day in some kind of whole-class instruction. By 4th and 5th grade, however, these sorts of ad hoc skill groups get tricky for math, because by then math becomes more cumulative. So, while 1st through 3rd grade classrooms typically have three highly fluid groups made up of children within one class, in 4th and 5th grade, teachers have formed six somewhat more static ability groups of children across the grade. Each teacher takes a group and some students must travel to another room to receive their math instruction from a different teacher.

I spoke with Alison Hass, �th grade teacher, about ability group-ing for math in the 4th and 5th grades at The Children’s School:

Why do math ability groups span the whole grade in 4th and �th grades instead of just within class?By 4th and 5th grade, there can be a huge range of math knowl-edge and abilities. The skill range just isn’t as wide in the lower grades. Because math skills are cumulative, children who aren’t solid in, say, fractions, can easily get lost and frustrated without tailored instruction. On the other side of it, some children ben-efit from a faster pace and more challenge.

How are math ability groups formed? Several factors go into initial ability group placement: formal as-sessments from the end of last year, formal assessments at the beginning of the year, the recommendation of the previous year’s teacher, statewide test results, and IEP requirements.

How often are the groups re-assessed and re-formed? During the first part of the year, children frequently move among groups. Since Everyday Math units run approximately two weeks, end-of-unit assessment provides a nice opportunity to re-evaluate group placement. How well children handle their homework plays a role, too. The groups are pretty static after December.

How many minutes a day do children spend in ability groups?Fourth and fifth-graders spend 60 minutes a day (five hours a week) in math ability groups. They spend about two to four hours a week in reading and writing ability groups, which are more specific-skill based. Broader subjects, such as social studies, are taught to the whole class. [This means that 7-9 out of 30 instructional hours per week are spent in ability groups, or 23% to 30% of total instructional time.]

How large are the groups? How are teachers allocated?In general, students who can work more independently are in larger groups, and students who need more support work are placed in smaller groups. Teachers trained in special education tend to work with the children who need more support.

Are the math groups balanced by gender?All groups are fairly evenly balanced by gender. We do have more boys in the upper grades, and there are slightly more boys in both the highest and lowest groups, but the high-low distribu-tion is about the same for both boys and girls.

Why aren’t there reading and writing ability groups?Reading and writing can be taught more easily to children with

a range of abilities. The skills needed to participate in a reading group are more parallel and less cumulative. For example, a student with relatively weak decoding skills but great compre-hension can participate in a reading group with another student who decodes well but isn’t as great at comprehension. So, while we still ability group for reading and writing, those groups stay within classes.

Does ability grouping have a negative impact on individual self-esteem?Despite the fact that we don’t name, number, or otherwise code the groups, children are aware of where they stand. But I don’t believe this negatively impacts their ability to learn. A worse situation would be to be in a larger group and frequently not find any success. There is positive benefit to across-class ability grouping. By moving between classes, dealing with a larger group of adults, and having to take more responsibility for learning and homework, children begin to prepare for middle school.

Has the across-grade ability grouping for math caused the chil-dren to self-segregate? Do you notice an increase in ability-based name-calling, such as “brainiac” or “stupid?”One of the most rewarding things to see as a Children’s School teacher is that while most students in the upper grades may be aware that some students perform better academically than others, it doesn’t seem to influence their social group choices.

Are there other opportunities for math enrichment at the Children’s School?We don’t have any math-specific clubs. We do have a Lego ro-botics team that is so popular that entry is by lottery only.

Is there a tension between an inclusion philosophy and ability grouping?Ultimately, inclusion is about getting students what they need. Ability grouping allows us to target-teach in a way that whole-group instruction would not.

MATH ABILITY GROuPInG (Continued from page 1)

Joseph 1-1

Pazil 4-3

Ann

a K

-3

Rosie �-1 Gabriella K-1

Inclusions • PAGE � Inclusions • PAGE �

By Kristin Mensing

SIENNA CAVALLO became part of the Children’s School community in the fall of 2004 when she started Kindergarten in Class K-2. A petite, brown-haired girl with a fun and lively spirit, Sienna was a wonderful student with many friends. Her teachers (Ms. Stephanie, Ms. Louise and Ms. Lynette) remember her bright smile which greeted them each morning, her enthusiasm for learning new things, and her love of Care Bears.

Sienna was in Class 1-1 for first grade, and again was a successful student and good friend to many. Ms. Edna remembers how caring and considerate she was of her classmates. She was the first and only girl to play with the boys in the big yard, and was a great support to students with special needs. She had a quiet strength about her and was not afraid to stand alone.

In May of that year, Sienna’s parents noticed a bump on her leg and after extensive tests learned that Sienna had osteosarcoma, a form of bone cancer. From that time on, Sienna received treatment and underwent several surgeries at NY- Presbyterian Hospital in Manhattan. The hospital became a sort of second home to Sienna and her family over the next year. As at school, Sienna quickly became well known and well loved by the doctors and nurses on her unit.

Due to her treatment, Sienna was able to attend only a few days of 2nd grade (Class 2-3). Ms. Rose remembers one story in particular about Sienna, which took place at an event celebrating Sienna’s recovery after surgery. When her teachers entered the room, Sienna was surrounded by her friends and telling jokes. She told her most famous one: “What kind of bees give milk? Boo-bees.” Her teachers knew then that she was “one spunky, fun kid”.

She attended school both at the hospital and at home during that year. One way Sienna was able to participate in her class during this time was through a home computer connection, set up with the help of Mr. Doug. A video-feed camera was hooked up from her home to the classroom so that Sienna was able to sit in on morning meetings, listen to books being read, and keep up with classroom projects. During 2nd grade, Sienna participated in a Girl Scout Daisy troop in Staten Island as well.

After more ongoing treatment, another surgery and extensive physical therapy, Sienna was present for much of last year in class 3-3. She bravely returned to

school in the fall with a prosthetic leg and crutches, and soon was trekking the many stairs like a trooper.

Her teachers, Ms. Jamie and Ms. Kerry, say they feel so lucky to have been her teachers. They explain that they learned so much from her and her amazing family about the value of honesty, and how humor can help so much, even in painful times. They say, “Our experience with Sienna and the Cavallos showed us the importance of community and friendship and how compassionate kids can be.”

Ms. Grace (3-3) remembers how comfortable and confident Sienna was when talking with the other students about her illness and prosthetic leg. She remembers that these challenges never stopped Sienna from participating fully, including dance class with Ms. Sandi and Field Day (with a little help from her amazing parents).

Ms. Perry (3-3) helped Sienna travel to and from class and describes Sienna as smart, independent, determined and always able to enjoy life. She adds that her life will forever be enriched by her experience with Sienna’s courageous family.

In addition to being a member of Class 3-3, Sienna also became a friend to the students in K-2, where she visited weekly and read to the children. K-2 teachers (Ms. Wynette, Ms. Kim and Ms. Yani) say, “Sienna was able to captivate the students with her serenity and openness. She read to them and was an awesome storyteller. The kids were enthralled by her quiet but quite large personality.”

During that year, Sienna also participated in the 3rd grade Brownie troop. In addition, she took dance class in Staten Island and performed in their recital at the end of the school year. Among her

Remembering SiennaSienna and I were in the same class for Kindergarten, 1st grade, 2nd grade and 3rd grade. She was a nice friend. One happy memory I have is when she taught me a fun balloon game to play at parties”. – Ella Giddings

Sienna was funny. Like one time in class she read a poem she wrote about her brother and the whole class laughed. – Ella Ezratty

Conor (Rodriguez) was in class with Sienna from first grade through third. When Conor and I talked about the fact that Sienna was going to die soon and how he/we felt about it, Conor said that Sienna should be proud that she was “a good friend” in her life, and “that is one of the best things you can achieve in life”.

Sienna sat next to me in 3-3 and she was in my Haitian dance class in kindergarten and first grade. She was very kind and friendly. I will miss her. I feel sad. – Jeremy Goldstein

friends, Sienna was known for throwing great parties, her sense of humor, and most of all for being a great friend.

From the very beginning, Sienna and her family demonstrated a positive attitude and fighting spirit. It was not long after Sienna’s diagnosis that Sienna and her parents started to find ways to help other children with cancer…by raising money to sew pocket quilts for other children in the hospital; by raising money for Hope and Heroes through parties, stoop sales and golf outings; and by raising money for Camp Sunshine, where Sienna and her family spent a week in the summer of 2007. Sienna made the CBS news during the New Year of 2008 when “Team Sienna” (including her brave parents!) participated in the annual Polar Bear dip into Coney Island’s frigid waters to raise money for Camp Sunshine (“Freezin’ for a Reason”).

In May of 2008, Sienna’s cancer returned and although several rounds of treatment were attempted, these efforts did not work. After a difficult summer, Sienna died on the morning of August 8, surrounded by her loving and devoted family. Many Children’s School families and staff attended her wake and funeral mass.

The Children’s School community will never be the same, as we have all been deeply affected by Sienna’s life and the lessons we have learned from her and her family. Sienna’s short life was a gift to all who were fortunate enough to have known her. As parents, we have learned to count our blessings, not to take certain things for granted and to keep our own personal challenges in perspective.

But we also have an opportunity for something beyond reflection: we can follow Sienna’s example not only of courage, but also of action. Sienna and her parents met this incredible challenge by battling Sienna’s cancer every step of the way, while at the same time finding ways to help other children and families. Just this month, Sienna’s mother helped plan, organize and facilitate a school-wide fundraiser for Curesearch, giving all of our children a wonderful opportunity to live by Sienna’s example. The Cavallo’s gracious, courageous and generous spirit inspire us all to be our best selves, no matter what life brings our way.

She was a great student and I think she enjoyed every part of her life - happily. At her kindergarten birthday party she had a ball swimming in the balls. I’ll miss her. -- Aidan Norr

I like to remember Sienna doing the Mexican dance. She did such a great job. She looked so beautiful in her long flowing skirt. She moved like she lived, with grace and determination. -- Ashley Thomas-Cushing (parent)

Laurel 1-2

SIEnnABy Ciara Jordan and Maggie Linhart

Friendly, silly,loves pink, care bears,an amazing girl made of pure pearl,wheelchair races,going to places,lovely and musical,teasing Joe,bossing Mom,playing with Jake and Jaiden,tells jokes with a straight face,playing games with different friends,loves her sweetsand limo parties.Sienna, we love you.

Inclusions • PAGE � Inclusions • PAGE �

By Jane Tomkiewicz

I received numerous comments from parents in response to an article I wrote for Inclusions in the June 2008 issue – “Sense and Sensory-ability”— about children with sensory processing disorder (SPD). Parents who had experience with SPD were appreciative that the article appeared and shared their various stories with me. Others, who weren’t aware of SPD, expressed curiosity and interest.

However, there was one important response I received that compels me to write this follow up note. It was from members of the OT/PT department here at The Children’s School. They appreciated the “well-written” (their words) article for disseminating needed information but wondered why I hadn’t mentioned occupational therapy in the article. “What do you mean I didn’t mention OT – I must have mentioned OT, how could I write the article and not mention OT?” Indeed in re-reading the article I was utterly shocked to discover my major, major omission and would like to correct it now.

In order to give more general information about sensory processing disorder, I compressed my family’s entire experience with treatment as follows: “ …if the skeptics had spent time observing our daughter in laboratory conditions before, during and after treatment in a sensory gym, there is no doubt that they would have reached a different conclusion…”

By PS 3�� Occupational Therapists: Irina Bulmash, Charla Jones, Ann Murphy and Lauree Wise

As we are starting a new school year, we wanted to reach out to The Children’s School community to offer some general sug-gestions that are helpful for the success of all children in school, particularly children who have Sensory Processing Disorder. As occupational therapists, we study a lot about how the nervous system helps us perform day-to-day skills. We are most inter-ested, of course, in helping people function optimally. When we think of functioning better in school, we think of good attention, concentration, good listening, sitting still and staying organized. But how do we achieve this? Systems such as muscular-skeletal, nervous, digestive and others all need to be working well, and one system that affects them all is the sensory system. Sensory input is processed in the brain and spinal cord, producing an output or “behavior.” Sensory in-put can be from outside of the body (sounds, lights, touch) or from inside the body itself (pain, anxiety, disease, physical dys-function).

The very first area that can be addressed is the basic input into the sensory system, the “gas in the car.” For us humans, this means food, water and sleep. In this article, we address these basic but essential functions because without them, the sensory integra-tive treatment we conduct in therapy will not be effective. Let’s start with sleep. During deep sleep our bodies rest, repair and replenish the neurochemicals. Not achieving a deep level of sleep leads to decreased function and attention. Many children with Sensory Processing Dysfunction do not achieve deep levels of sleep. It is recommended that school age children receive 8 to 10 hours of continuous sleep each night. If your child routinely gets up in the night, or has trouble falling asleep or waking up, perhaps s/he is not replenishing the neurochemicals enough to function each day at school. In addition to replenishing the neurochemicals, our bodies also continually manufacture them. As it turns out, the neurochemi-cals are made in the gut. So there is no doubt that good nutri-ents are needed to make good neurochemicals. Research shows that in particular, protein, water and essential vitamins are key.

Also make sure your child is well hydrated. Every cell in the body, including brain cells, depends on having enough hydration to function properly. Try to avoid soft drinks and too much juice, as these are loaded with sugar and additives. Water is the best.

When a child has good sleep, hydration and nutrition habits, s/he has enough “gas in the car” to participate fully in school activi-ties. The bodies and brains of children with Sensory Processing Disorder must work much harder to accommodate for the dis-comforts that come with poor sleep, nutrition and dehydration. Therefore, it is essential that these kids start each day with these three basic regulators.

Sleeping, Eating And HydratingPutting “Gas In Your Car”

Sensory-Ability Follow-up

First of all, let me say that the personnel who will assist your child in a sensory gym are occupational therapists (OTs). In fact, our daughter only had a few months in an off-site sensory gym before aging out of early intervention services. When she transferred to The Children’s School some time later, she received related services from the school’s occupational therapy department.

I find OT a very exciting field these days because it is looking at children in a “holistic” as opposed to a “fix the broken piece” way. The field has the benefit of greater and greater understanding of human systems and function. I consider the occupational therapists at the school very sophisticated, informed and dedicated. Despite the fact that they don’t have a state-of-the-art sensory gym here, they understand what they can do with the equipment they have to work toward the same goals.

We really began to see results within a few months of work with Irina Bulmash. Eventually, our daughter also worked with Lauree Wise. We couldn’t have asked for more supportive, caring providers. They were actively involved in our daughter’s progress over the years. In addition to sensory issues, the OT department helps children with many other issues. Their work can help support children with difficulties in handwriting – not only by focusing on fine motor coordination but also by helping to develop core strength. Despite the fact that the OTs work with a great number of children at this school, it seems they are an under-known department. I encourage you to learn more about the field of occupational therapy today and the work of our OT/PT department at The Children’s School.

QUICK TIPS: • Create a pre-bedtime ritual with your child.• Send a water bottle to school every day. • Include protein (e.g., yogurt, eggs) for breakfast, instead of sugar and carbohydrates (e.g., sweet cereals, bagels).

Unknown MS 113 First of all, let me say that the personnel who will assist your child in a sensory gym are occupational therapists...

Inclusions • PAGE 10 Inclusions • PAGE 11

By Ellen Simpao

The PS 372/Children’s School program that specializes in autism spectrum dis-orders (ASD Off-Site Program) opened at a new site this fall. It is now housed in the MS 113 Ronald Edmonds School, located at 300 Adelphi Street, in beauti-ful Fort Greene.

This arrangement has a lot of advantages for the 36 students currently enrolled. There is an entrance solely dedicated to the program and it has its own floor, thereby increasing the physical space. The ASD Program is located in the base-ment so that our students do not have to mix with the middle school students. The building is being rewired so that students will have air conditioning by the spring, and the site is more accessible for students with physical challenges.

In addition, there are six classrooms, a cafeteria, an adaptive physical education space (gym), an art studio, an occupational and physical therapy room, a dedi-cated speech room, a movement classroom, and an outdoor space. A separate cafeteria allows the teachers to provide instruction during mealtime, such as practicing social and pragmatic skills. Meal choices are offered so that students have to learn to discriminate among different foods, make a choice and com-municate their preferences to staff. The cafeteria also provides a small space for students when their sensory processes need calming.

For the staff, the neighborhood provides a charming community filled with cozy coffee shops and retail stores that they can visit during their lunch break.

Rosa Amato is the Assistant Principal of Special Education who oversees the ASD program. Three new teachers (Marissa Aponte, Kaitlyn Brayer and Eloise White) have been hired and Daniel Schaffer, the long-time art teacher, now has an art studio and gallery. Related services (Speech, OT and PT) have their own dedicated space.

Rosa is starting several new initiatives, including collaborations with local arts institutions. A neighborhood gallery has agreed to organize a show of students’ creations, complete with a formal opening party. The Brooklyn Conservatory of Music will provide a movement therapist and music therapist who will visit the program one day per week and work side by side with Eloise White, our new movement teacher.

Parents who are wondering about the MS 113 site might be impressed with the following data: according to InsideSchools.org, this is a selective school with an active arts program. The school has an enrollment of over 900 students, most of whom live in the neighborhood. The students wear uniforms, do well on standardized tests, and are generally well behaved.

The administration, staff, and students of MS 113 are eager to form a good working relation-ship with the ASD Program. For example, the school asked Rosa to attend their opening day meetings to introduce the staff and the program. Later on, they asked her for a slide presentation so that they could educate their students and staff about the ASD Program. The presentation included information on the ASD diagnosis and what to do and not do with children with ASD: for example, when you see a cute child, do not surprise him/her by suddenly touching the top of the head, even if you mean well. Most children, especially children with ASD, do not like these kinds of gestures.

Educating the middle school students helps de-mystify autism and helps them understand why the children in the ASD Program act the way they do. MS 113 is also interested in inviting these children to their performances and creat-ing new shows just for them.

On the flip side, Rosa has been offering assis-tance to MS 113 by consulting with the school’s administrators about some of their children with special needs and training them on New York State alternate assessment procedures.

Those interested in enrolling their child in the ASD Program should speak to their contact at the Committee on Special Education about a potential placement.

New Site for Autism Spectrum Disorders Program

Olivia 1-3

718 788-PSDC (7732) www.parkslopedaycamp.com

PARK SLOPE WINDSOR TERRACE BAY RIDGE

Our Camp

Our Activities Contact Us

For more information, call:

718-788-PSDC (7732)

or visit our website:

ww www.parkslopedaycamp.com

Travel camp for older campers features daily & overnight trips

Leadership program for teens entering grades 9 & 10

Swim Horseback Riding Trips

Drama Gymnastics Competitive

& Creative Athletics Nature Dance

Martial Arts Unique Special Events

Free morning transportation from most Brownstone Brooklyn neighborhoods

Door to door transportation available from most other Brooklyn locations

Established 1992

Variety of programs for campers ages 3 1/2 to 14

Safe, fun, stimulating environment

Stable, talented and committed leadership team and staff who relate well to children

Fabulous elective periods for concentration in arts and sports

Very flexible registration; extra long season and accomodating hours

open house dates Sundays, January 25 & February 8 339 8 Street, just below 6 Avenue

Presentations begin at 2pm & 3pm.

Summer 2009June 29 - September 4

Register now & receive our early bird discount.

mid-winter Mini CampFebruary 16 - 20

5 days of trips & activitiesbased in Park Slope.

MLK, Jr. Day, 01/19 also available

Inclusions • PAGE 1� Inclusions • PAGE 13

By Ira Yankwitt

The School Leadership Team (SLT) is the body responsible for writing the school’s annual Comprehensive Educational Plan. The SLT is comprised of Principal Artie Mattia, UFT Chapter Leader, Steve Quester, PTA President, Felicia Eve, and five other staff members and six parents, elected for two-year terms by their respective constituencies. SLT meetings typically occur on the first and third Tuesdays of each month at 7:30 a.m. A schedule of upcoming meetings can be obtained from Parent Coordinator, Roxanna Velandria, or from SLT Chair, Ira Yankwitt (IYankwitt@schools.nyc.gov). All members of the school com-munity are invited and enthusiastically encouraged to attend.

The Comprehensive Educational Plan (CEP) articulates the school’s overarching goals for the year. As of early November, the SLT is in the process of writing this year’s CEP. We are draw-ing on data compiled through last year’s Quality Review, Learn-ing Environment Survey, and student assessments, as well as on anecdotal feedback from parents and staff.

Among the needs the SLT has identified are:• improving the flow of information between related service providers • classroom teachers and parents • increasing the timeliness of communications between related service provid-ers and parents • identifying the academic interventions and strategies necessary to support students scoring 1s or 2s on state exams• increasing understanding of the inclusion model among all members of our school community and developing greater sensitivity to students with special needs • increasing reading readiness skills for students in our autism program • expanding our arts offerings • increasing the diversity of our student body • reconfiguring The Children’s School to a pre-K to 8 school.

By the time our CEP is completed in late November, the SLT will have prioritized several of these concerns and developed an action plan that identifies approximately five “SMART” goals (i.e., goals that are specific, measurable, achievable, realistic and time-bound), as well as strategies and activities that the school will undertake to accomplish them. The SLT will work with the administration to align resources to the CEP goals and articulate indicators that will measure progress and achievement.

Thanks to a strong collaborative relationship between parents, staff and administration, historically our school’s SLT has not only

worked to identify the school’s annual goals but also helped the school achieve these goals. A good example is the ongo-ing effort to increase the racial, ethnic and economic diversity of our school to better reflect the communities that comprise district 15. As a result of the efforts of the SLT’s diversity com-mittee, the Department of Education agreed to allow us to split our general education lottery in two: one for children from the northeast half of district 15, the other for children from the southwest half of district 15. Consequently, this year’s incoming kindergarten class is more diverse than last year’s.

Building on the successful model of the diversity committee, this fall the SLT voted to move to a committee-based structure. Rather than having two general meetings a month, in which we attempt to cover every pressing issue, the SLT has developed five committees that will take responsibility for addressing key priorities and report back to the full SLT. The committees will meet for at least one hour each month and the full SLT will continue to hold at least one 45-minute meeting. While repre-sentatives from the SLT will chair each committee, all members of the school community are strongly encouraged to serve on a committee. The charges of each of the committees, as well as contact information for the chair people are stated below:

PREK-8 EXPANSION COMMITTEE will work with the admin-istration to reconfigure The Children’s School into a Pre-K to 8 school. Chairs: Marybeth Crosby Carroll (mcarroll@ps3��.org) and Carey Johnson (carey@donatoart.com).

ENVIRONMENT COMMITTEE will focus on concerns related to the physical plant of our school (both the main campus and the off-site) and their environs, including safety of the surround-ing streets, upkeep of the building, and neighbor relations. Chair : Julia Hurn (julia@cminor.net).

COMMUNITY BUILDING COMMITTEE will work to strength-en relationships and address social concerns among the vari-ous members of our school community: parents, staff, and chil-dren, both at the main site and the off-site program at MS 113. Among the issues the committee will address are parent-teacher communication; how to address issues of inclusion with parents, staff and children; and teasing and bullying. Chair : Marcia Lerner (marcialerner�@gmail.com).

DIVERSITY COMMITTEE will continue to develop initiatives to increase the diversity of The Children’s School and to create a more racially, ethnically, and economically inclusive environment. Among the issues the committee will address are strategies for increasing diversity and anti-racist education. Chairs: Steve Quester (sequester@ps3��.org) and Ira Yankwitt (IYankwitt@schools.nyc.gov).

LIAISON COMMITTEE will work to facilitate communication among the various committees of the SLT and the school at large (particularly with regard to overlapping concerns and ac-tions that need to be taken), enabling the SLT to better meet its responsibility as a central coordinating team in the school. Chairs: Joe Sultana (jsultana@ps3��.org) and James Lola (the-lolas@gmail.com).

On behalf of the entire SLT, thank you for your ongoing input and support. All of us look forward to working more closely with you.

POEM/SOnGby Grace Levy

Class 5-3 Written on September 2, 2008

It is strange, life is.Very strange, so strange.

Things are always changing.And always too soon.

They’re coming and going and coming and always too soon.

Way too soon.

School Leadership Team

Bella K-3

Alexandra 4-�

Inclusions • PAGE 14 Inclusions • PAGE 1�

company we used last year so we tried a new one. We are seeking ideas for a new company to work with for next year and would be happy if anyone wants to take this on.

“Disney on Broadway” is a new pro-gram that we are fortunate to partici-pate in this year, allowing us to send our 3rd, 4th and 5th graders to see The Lion King and Mary Poppins on Broad-way for $25 per ticket! The show also has some sort of backstage tour and a talk with stars of the show. The trips will take place in February. Parents of these students will be asked to pay $15 and the PTA will provide the $10 balance

for each student. Not to be forgotten, the students in the younger grades will be going to performances at The New Victory.

There will be no Silent Auction this year because many among us are struggling financially due to the current economic climate. In-stead, we decided to transform two of our existing celebrations to incorporate some of the great things from the Silent Auction. For example, the Valentine’s Day Dance will include the very popular teacher and general raffles. Arts Day will include the class projects and art donated by families and local artists.

The After School Program has had some major changes. We have new staff including Karla Roberts, who is the new registrar, and Hank Linhart, the enrichment coordinator. They have been working hard to familiarize themselves with the program and to continue to provide the quality service that our After School is known for. The new session of enrichment classes started mid October and so far so good! One of our new programs is Amerikick and it has proven to be wildly popular, along with Animation and an oldie but goodie, Haitian Dance!

I thank everyone who has helped, in small and big ways, to make the PTA run a little more smoothly. Even an hour or two to take an inventory of our tee-shirt supply, help tally the school sales orders, do data entry for our soon-to-be-released school directory, or offer to bring lost and found items to the Salvation Army is greatly ap-preciated. You all know who you are and we thank you!!

If you have an idea that you would like to take the initiative to implement or if you have a spare hour or two each week that you are willing to commit to the PTA, please contact me atfeve@ps3��.org.

By Steve Quester, uFT chapter leader

’m writing this column in October. With events in our economy moving at dizzying

speed, I can’t know what the situation will be like by the time this piece is published in Inclusions. Nevertheless, here’s what is happening as of now…

As the economy contracts and tax revenues fall, the City and State of New York are facing large and frightening budget shortfalls. As the City Council and State Legislature look at the budget to see how to close the deficit, it is inevitable that they will decide that the government cannot, at this time, pay for some of the things that they had previously budgeted. All of us in the education community recognize that schools cannot be immunized from budget cuts.

At the same time, we remember what happened to New York City’s school system in 1975. As the city teetered on the brink of bankruptcy, teachers were laid off, school libraries were closed, and arts programs were eliminated. Within a few years, the city had recovered from the fiscal crisis, and was on firm financial footing. But the school system did not recover as fast. It took decades to restore what we lost in 1975, and an entire generation of children suffered because of it.

This time around, we have to do things differently. We must recognize that in an economic emergency, New Yorkers’ need for government help (education, housing, healthcare, you name it) will increase, not decrease. Furthermore, economic recovery will depend on New York’s families being economically stable and secure enough to spend money on some consumer goods.

Cuts must be minimized wherever possible and targeted to the projects we can live without (such as the Department of Education’s $80 million ARIS -- data collection program on student performance), not the teachers, books, and small class

sizes our children require. And above all, we cannot allow the City to pit one human-needs constituency against another. We won’t choose between successful schools and emergency housing, or between public hospitals and an effective child protection agency. We need it all. Revenue enhancement will have to be part of any humane and effective recovery plan; in this time of hardship, we must ask those New Yorkers who have the greatest incomes to contribute more.

To that end, the UFT and our allies launched a new program in October to protect New York’s safety net during the fiscal crisis. The coalition is called “One New York: Fighting For Fairness,” and began with almost 75 social service providers, community organizations, unions and advocacy groups, including Advocates for Children, the Campaign for Fiscal Equity, the Coalition for the Homeless, DC37 (AFSCME), the Federation of Protestant Welfare Agencies, the HIV Law Project, the Hunger Action Network, Legal Services, the National Association of Social Workers, ACORN, Time Out From Testing and the Working Families Party. The coalition’s Principles are:

• City and state government must not balance their budgets on the backs of the neediest. • We cannot cut our way out of this economic downturn: city and state must fairly address our revenue needs. • Budget cuts will hurt the economy; investing in our communities will help. • We need critical investments to protect against the worst outcomes of a bad economy.

To read the full text of the Statement of Principles, and to access the coalition endorsement form for organizations, click the link on the home page of www.humanservicescouncil.org. If we all stand together, and demand with one voice that our city and state make the difficult decisions necessary to protect the most vulnerable among us and grow the economy, we can get through the hard times without the lasting damage we suffered in the 1970s.

The Fiscal Crisis and the UFTBy Felicia Eve

Hello to all new and returning families! It is my sincere hope that all is well and everyone is in good health. This is the time I take to review the projects that we have accomplished so far and those that we are currently working on.

The 2008-2009 school year has gotten off to a great start. For the second year, the PTA sponsored the School Supply Program, which eliminates the need for families to go out and get class supplies for their children. Teachers submit grade-wide lists and the PTA in turn places tax exempt bulk orders with free shipping at a significant discount and convenience to our families. Families are asked for a flat fee across all the grades. This is a voluntary fee, which is less than the retail cost of the goods.

Another venture we took on again this year was a lice screening. We did this last year and felt that it made a huge difference in the occurrence of lice outbreaks at our school.

Bullying is a topic that has been discussed since last year here at The Children’s School. In the spring of ’08 the general member-ship of the PTA voted to fund two programs that deal with this issue. The first was a student assembly in September with a mime named Gary Trivanovich. The second program is called Peaceful Playgrounds, which trains school aides to handle bullying situations on the playground during recess, where it happens most often. The training will take place throughout the year but the staff is already using what they have learned.

Ms. Maura is starting a 4th grade group called Peace Keepers. Ac-cording to my 4th grader, they work with the 1st, 2nd and 3rd graders during recess to help them resolve conflicts that can lead to bullying. This effort is just starting so we will keep you posted on its progress. So far, we have noticed a difference in our students’ behavior, especially during recess. Pizza Friday began in early October and, as usual, has been a great success as a fundraiser. This year Pizza Friday is a school wide fund-raiser ; in past years it has been used to raise funds for graduation.

Through the company called School Fundraising solution, the school wide sale took place in September and ended in early October. Products such as gift-wrapping, candies, and holiday items were not as popular as last year’s sale. Another company bought out the

PTA Report

I

Cuts must be minimized wherever possible and targeted to the projects we can live without...

Aimee 1-1

Inclusions • PAGE 1� Inclusions • PAGE 1�

By Roxanna Velandria

CHAnGES In IEPsAs a Parent Coordinator and as a parent of a child with an Individualized Education Plan, I am very curious about the changes to the IEP process that parent advocate Ellen McHugh sent me.

The New York State Education Department is planning to make changes to the forms used across New York State for IEPs. These changes could profoundly affect future IEPs, and therefore the delivery of special education supports and services for students with disabilities in New York City. Some proposed changes that may be of interest or concern:

• The proposed IEP no longer includes the section that asks what type of diploma the student is on track to receive. • The proposed IEP no longer includes a place to specify group size for special education teacher support services or related services. • The proposed IEP does not indicate the language needs of the parent/guardian or provide a place for indicating the language of a child who needs bilingual services. • For children who need a Behavior Intervention Plan, the proposed IEP provides a “drop down menu” of options which includes only two options: use of a time-out room and “other.”

Time to get to work! Spread the word (and the link http://www.vesid.nysed.gov/specialed/policy/) to your friends and members of organizations to encourage everyone you know in special education to weigh in. We have a very short time frame, so immediate action is needed.

MIDDLE SCHOOL PROCESSOn the Middle school front, we held a meeting in October with DOE officials from the Office of Student Enrollment Placement Operations (OSEPO). Participants included our principal, Artie Mattia and assistant principal, Cathy Sarno, guidance counselor

Gillian Williams, new 5th grade guidance counselor, Stephanie Scheiner, 5th grade teacher, Haiva Albuliwi and myself. We shared our concerns about middle school placement equity for our students who have IEP’s.

Traditionally our general education students are able to apply to middle schools in their district of residence as well as their district of attendance. We asked if the same choice could be afforded to families of students with IEP’s which mandate Collaborative

Team Teaching (CTT). Our general education students are given the choice to interview and audition at their top district choices. We asked that principals be encouraged to interview ALL students. In the past students with IEP’s were not given the opportunity to audition and interview; instead, OSEPO placed these students.

The officials made no promises but listened to our grievances which are common to schools that offer collaborative team teaching programs.

Regrettably, our children are taught that there are all types of learners only to learn in 5th grade that the middle school process offers “choice” to general ed students while their peers with IEP’s are assigned a placement. Last year’s 5th grade CTT students did not have a middle school placement two days before graduation while their general ed peers had placement (and time to appeal) two weeks prior.

Here are some changes to the middle school process that will affect this year’s 5th grade families:

• Applications will be personalized/pre-printed with individualized information (e.g., student’s name, address, applicable districts*) *Children who reside in one district but attend school in

another district will have options for both listed on their application • District zones for public elementary schools are similar but not the same for middle schools. The PS 372 staff were made aware of this fact last school year when 5th grade families were learning that they were not zoned for District 15 for middle school but had been for elementary school. • ALL children (those with IEP’s as well as their general education peers) will be invited to participate in the middle school interview process, which may alleviate uncomfortable conversations among peers during the interview phase of the middle school application process. • Interviews and audition requirements vary among schools but will be offered for all students (who fit that school’s criteria) at their top two choices. • Principals will get to choose CTT students rather than have the Department of Education “place” them. As a result, middle schools will be expected to make modifications regarding interviews and auditions for children with IEPs

nEW WEB PAGE – ps3��pta.blogspot.comWe’re very excited to announce the P.S. 372 Community Web page created by Elizabeth Santiso. Donna Schneiderman is also an editor. The Web page is an online resource for information related to activities and events of interest to school families including:

• Announcements & important dates • School-wide Initiatives • After School Program info • Classroom info and news • PTA news, meeting minutes & dates

Parent Coordinator Update • School Leadership Team news, meeting minutes & dates • Community initiatives • News from our “sister-school” located at M.S. 113 • “Inclusions” - our school’s thrice-yearly magazine • About our school and contact information • Workshops and resources ....and the list will grow based on interest and suggestions

This new Web page is being developed by parents for parents. It is not part of our school’s official Web site and therefore will feature information on events and activities that may not be official school programs, but that may be of interest to families at the school. As a parent-managed webpage, all parents are invited to submit suggestions for the site. If you have information you wish to share with other families about local events, volunteer opportunities, after-school classes or news about a particular topic of interest, you may email your submission to the editorial team at: ps3��.pta@gmail.com.

AuTISM PROGRAM RELOCATIOnAnother wonderful change has been the move of our sister site from Redhook to Fort Greene. More space for our students to learn and more space for our staff to teach is just one of the perks. PTA secretary and volunteer extraordinaire, Ellen Simpao interviewed A. P. Rosa Amato for news on the move/changes. Daniel Schaffer has room to display art. Mitch Wladower and Eloise White have more room for our children to move and exercise. Our families and colleagues have a dedicated entrance, storage space, wiring for air conditioning…. Read more in this issue!.

Iago 1-�We have a very short time frame, so immediate action is needed.

As a parent-managed webpage, all parents are invited to submit suggestions for the site.

We asked that principals be encour-aged to interview ALL students.

Ella 4-1

Inclusions • PAGE 1� Inclusions • PAGE 1�

IT’s oK To Be nerVousHey, this is the first time you are probably doing this, right? It REALLY is ok to be nervous!

preparaTIonPreparing for the interview is important. The right mood helps you perform at your best. Do whatever makes you feel good before your interview: exercise, games, art, dance or maybe sing your favorite song. Listen to music, read a book, talk to a friend or think about a time when you felt terrific. Some interviews ask that you bring work samples. Make sure these are all ready to go before the day of the interview.

looK your BesTPick out what you are going to wear ahead of time. Dress neat, but comfortable!

Be on TImeRushing in late can make a kid nervous. Plan on being a little early.

QuIeT and FocusIt’s important to listen to the question asked and answer that question. Take time to think about the question. It is also important to pay the best attention you can in your interview. You may only have a short time to talk to the teacher who is interviewing you. Try not to fidget.

say moreWhen asked a question, see if you can give more than a one-word answer. This way the person interviewing you gets to know a little bit about you. For ex-ample, if you are asked, “So what’s your favorite subject?” you might say, “Math, because I really like solving problems,” rather than just answering with one word: “Math.”

looK Them In The eyesSometimes it can be hard to look someone in the eyes, but eye contact helps show interest. If you have a problem looking into your interviewer’s eyes, try looking right above and between the eyes, or look at the person then look away again.

Be posITIVePrepare POSITIVE answers for open-ended questions, like, “What does it mean to you to be a student?” Preparing also gives you a chance to think about what you like about a particular school. You can practice answering the following

three questions with a grown-up at home before your interview. 1. “If someone were to describe you, how would they describe you?” 2. “Why do you want to come to this school?” 3. “What does it mean to you to be a student?”

rememBer To ThInK posITIVely! Rather than answering question number one with, “Well, I don’t really like to talk much and I am no good at sports.” You might say, “I am kind of a quiet person who likes to read a lot.” The point is there are always positive ways to de-scribe yourself, but you need to think about how you want to say it!

Be courTeousBe polite. Be cooperative. Even when you are waiting to go in. Remember PLEASE and THANK YOU. Smile. You should be on your best behavior. No rude remarks and no taunting or teasing or poking at your friends.

shIne!These are all just tips to help you prepare. Be your fabulous, wonderful self! Try not to worry that you will say the “wrong” thing. There are no “wrong” answers – just do your best and be yourself.

MS 44� (FORMERLY uPPER CARROLL)Middle school is a lot more strict than elementary school, and there’s not as much free time to do what you want. It’s always work, work, work. It’s kind of up to you to get where you are going. You don’t line up or anything, you just have to walk to your next class by yourself or in a small group. The teacher never leads you anywhere, so it’s easy to get lost. But there are some things I like: It’s pretty cool having a locker, so you can put away some of the notebooks that you are not going to use so that you don’t have to carry everything around all day. Also, there are less rules at recess. -- Jonathan Peterkin

Going to M.S. 447 a/k/a the Math and Science Exploratory School a/k/a Up-per Carroll has been a very big adjustment for me. Some of the things that were new to me were knowing that I can use a locker and not having to worry about keeping everything in a desk or carrying everything that I don’t need around, being able to sit wherever I want in the cafeteria, keeping a binder for all of my school subjects instead of carrying so many notebooks, having an SSR (sustained silent reading) period, and having what they call an advisory period where you can just talk about things that are happening in school (and occasionally do fun stuff).

For subjects like ELA and Math, I have something like 8 periods a week, for Social Studies and PE, 2 periods, and for Science and Talent (Drama, Art, Dance, Music, and Technology), about 4 periods. One thing that puzzled me was that I thought we chose our talent in sixth grade, but instead we’re trying them all out at different parts of the year in order to choose a talent that we like in seventh grade.

If you’ve heard that we go on field trips every Friday, whoever said that was almost right. From time to time, we stay on site and do something that

relates to the exploration (field trips) program.

So far I certainly am happy with this school, but there is one thing I haven’t told you yet. The number of stu-dents in a grade is more than twice the size of the av-erage P.S. 372 grade. There can be up to 32 people in a class and barely anybody you know in them (but it’s pretty easy to make new friends). -- Julian Barthold

I.C.E.Middle school is definitely different from elementary school, but I really like it so far. I enjoy being really independent at I.C.E. I can go out to lunch with my friends, and I’m responsible for getting to classes on time. The kids are all really nice and they form a community together, just like at the Children’s School. The classes make me think about my opinions on things. -- Natalie Turner-Wyatt

nEW VOICESMiddle School can be quite challenging. It makes you feel like a young adult, because you have many differ-ent opportunities. We had a school dance this past Friday, which gave me a chance to meet many differ-ent and new friends. -- Morriah Lisowski

10 Things A Kid NeedsTo Know About

Middle School Interviews

Shine!These are all just tips to

help you prepare. Be yourfabulous, wonderful self!

Alumni Highlights

Nicholas 4-3

Maeve 1-�

Julian K-1

Inclusions • PAGE �0 Inclusions • PAGE �1

A LoVe LeTTer To The TeAcherS, STAFF, And ProFeSSIonALS AT PS372

Both of my children have attended The Children’s School for their elementary education. Both have attended as Collaborative Team Teaching Students. This is my love letter to some of the best teachers in the world.

Whenever my children need some academic help, you are there to problem-solve and implement strategies. Whenever my children need a hug, you are there. Whenever my children need an advocate, you are there (even when it might be professionally more beneficial for you not to speak up). Whenever my children or their dear friends are going through hard times, you are there. You see the kids not just as students, but also as human beings.

Humanist psychologist Maslowe defined a hierarchy of needs. This included safety, esteem and self-actualization. You’ve provided all three for my sons while also handing them a world-class education.

A sign in my younger son’s 5th grade classroom reads: “No dating till after 3:10.” If I could, I’d “date” you all (I guess after 3:10??). I’d hold your hand and look each of you in the eye and say, “You are the best.”

I want you all to know what I see and how much I appreciate your good work. Your intelligence, warmth, respect has brought so much to the lives of our family and will endure in the joy, quiet dignity, and capacity for hard work you have engendered in my children.

Sometimes I hear parents speak to the teachers in ways I find unfair and disrespectful. Sometimes I hear parents speak about the inclusion aspect of the school in ways that seem to marginalize other children and their families. That’s why I love summer school so much. Teachers and CTT parents have this wonderful secret time of happy communion when the school belongs to the CTT children and the mission of the school radiates with an energy that is thrilling.

I have never felt marginalized by the teachers or staff. Every teacher, professional, and aide in the school with whom my family has had direct contact has provided us with genuine respect and support. I would like to give some of that back here. So on the days when par-ents complain, when you feel overstressed, feel us hugging you back.

Thank you Ms. Dhalma for always saying “My Joseph” when you greeted my older son in the mornings in the lunchroom. At a time when his social world was falling apart and he had only a few

friends, your greetings in the morning meant the world because you were letting him know that he still “belonged.”

Lastly, wise people say, “If you want to really know about an organization you must talk to the custodial staff.” Our 11 years with Mr. Jose is proof of that truth. Mr. Jose, with your broom and your great big smile at 8 o’clock in the morning, thank you for always shouting out to us “It’s the Joneses!” You make us feel famous (in a good way.) When our family was going through hard times, it was nice to be reminded so early in the day that though we may be broken apart we are still a family.

You all have seen us in both our challenges and in our strengths. And, we see you too.

With humble appreciation for all that you give every day,

Love,Maria Hodermarska and Family

deAr neW chILdren’S SchooL FAMILIeS,

Inclusions news magazine can be a great resource for families new to school, new to this school or new to the world of special education. When first joining any of these groups, parents face a huge learning curve and a tremendous amount of new information to soak up and synthesize.

I always kept my copies of Inclusions because it seemed there was always at least one article I wanted to go over again. Sometimes I would get to the article and read it again, and sometimes the issue would languish on the “to read again” pile.

Many times though, after the third or fourth mention of a phrase such as “vision therapy,” I’d recall the article that appeared about it in a previous Inclusions and I would go back and get better informed about a subject that I previously had not had the attention span or energy to absorb.

It was not only the articles on special education issues that I would go back and re-read; there were also good articles about how policy, ideas, committees or pedagogy here at The Children’s School came about. There were great essays by older kids that, as my child got older, I had more of an interest in re-reading. I got a real kick and solace out of reading Editor Maria Schneider’s “PokeAnon: one mother’s struggle with a Pokemon addicted child.”

Thank You LettersAs a member of the Inclusion Committee, I am working on making an index of past Inclusions available to families and our parent coordinator, Roxanna Velandria, now has a library of past issues in her office. I think there are many articles written by parents that many families new to the school may take heart in reading.

Below are some of the many articles I’m guessing new families might find of interest:• Expert from “All Kinds of Minds” speaks at PTA meeting• A Parent’s Perspective on Inclusion: Starting the Children’s School/Leaving the Children’s School• Talking to Kids about my Child• Hooray for Social Skills/How the Social Skills Program Started• Liam (Treacher Collins syndrome)• Expanding District 15’s Inclusion Programs in Middle School• Teaching Children how to be Bilingual• The Foreign Language Debate• Understanding Asperger’s Syndrome: how it affects playdates and school• The Medication Dilemma: One Family’s Struggle• What is Dyslexia?• Preparing Yourself and Your Child for a Psychoeducational Evaluation• The Handwriting Challenge• Diversity and Inclusion: race and ethnicity

• Dyscalculia: a head for numbers or not?• How Parents can Partner with Schools• Hooray for Everyday Math!

I will admit that I am an “older mom” and while I have gotten more into the swing of things as of late, when my daughter was in kindergarten my first impulse was not to “go online” to get information. Although certainly many more things can be found online, sometimes hearing the information – along with the personal stories – from parents in my own school community was a big comfort to me in the early days of discovery, questioning and exploring.

So at the risk of sounding very “Martha Stewart,” may I suggest that you get a binder and some plastic sleeve pockets and start your Inclusions collection now? I eventually did that and it’s much easier to get at past issues when I want to look something up.

My personal thanks to Editor Maria Schneider and to all those who have produced Inclusions these many years. You’ve really performed a service that I’ve very much appreciated and you’ve done a great job.

Sincerely,Jane Tomkiewicz

Inclusions • PAGE �� Inclusions • PAGE �3

By Alison Bowers (author of food blog Betty Lives!)

Let me just qualify what I am about to write with the following: My children are both great eaters and this is a source of tremendous pride for my hus-band and for me. We have dragged them on our most exotic culinary adven-tures and they have survived and even thrived heartily.

But here’s the beginning of the story: Lulu and Nicky were motivated to speak for entirely different reasons. Lulu was motivated to speak in order to express her love for us. As soon as she could cobble the words together she was asking for affection (“Daddy, hugs!”). After she learned to write her name she wanted to learn how to write the word “Love” and nine out of ten of her drawings will depict some kind of Mommy-Lulu-love theme (“You are the queen and I am the princess and we are in the butterfly castle and we are holding hands because you love me so much.”) And these days when she leaves for school she shouts endearments to me until she is all the way out and halfway down the stairs (“Mommy, I just can’t stop loving you!”). It is both wonderful and worrisome in its implications of later burdens and possible psychotherapy.

Nicky however was motivated to speak so that he could express his very par-ticular culinary needs. As soon as my nutty little son could cobble the words together he was asking for “ficey”. Gingerly at first, I added salt and pepper to his foods, then little drops of Tabasco, now I just leave the bottle on the table and let him go crazy. I have watched as he has eaten pizza with chile pepper flakes, Indian curries, Jamaican jerk with beans and Peppa sauce, and an entire bowl of kimchi. What we realized about a year ago is that when he requests “spicy,” he is actually just asking for foods with flavor. He will not go near any foods that are white: plain rice, cheese, chicken breasts, bananas, deli turkey, yogurt, or eggs, but he will eat a huge bowl of pernil from the Dominican joint down the street. You know, like your average, picky four year-old.

So when it came time for me to pick a dish to cook for the end-of-the-year pre-school picnic last year, I had to navigate between my son on one side and all the children in his class on the other. I decided to peruse my collection of mid-century cookbooks, since the whole idea of a potluck school picnic in the park is so decidedly retro anyway, and I hit on a winner. Following is what I came up with, a slightly updated version of an old classic.

Nicky, by the way, ate it begrudgingly; it wasn’t spicy but in his mind at least it wasn’t white.

TO MAKE CHILI:• Heat 3 Tbsp oil in a large, heavy pot over medium-high heat. Brown beef in batches, about 5 minutes per batch, making sure not to crowd pot. Transfer to bowl.• Add remaining oil to pot if necessary and sauté onions, pepper and jalapeno, stirring, until mixture softens (about 6 minutes). • Add garlic, cocoa powder, salt and spices and cook, stirring, 1-2 minutes until fragrant. Return beef to pot with any accumu-lated juices and stir in tomatoes. Simmer chili, uncovered, stirring occasionally, until meat is tender, about 1 ½ hours.• Remove from heat and add beans, olives, cilantro and check seasoning. Transfer to a 3-quart baking dish or lasagna pan.

TO MAKE TOPPING:• Preheat oven to 400º.• Whisk together flour, cornmeal, cheese, sugar, baking powder, salt, cumin and cilantro in large bowl.• In a separate bowl whisk wet ingredients: milk, butter, and egg, then stir this into flour mixture until just combined.• Drop by large spoonfuls over chili, spacing them evenly, and bake 10 minutes. Reduce temperature to 350º and bake until topping is cooked through, about 30 more minutes.

Makes 8 servings.

Cooking For Kids Tamale pIe

FOR CHILI4 Tbsp vegetable or other neutral oil2 lbs boneless beef chuck or rump, cut into ½-inch cubes1 large onion, chopped 1 red pepper, chopped1 small jalapeño chile, seeded and finely chopped4 garlic cloves, finely chopped2 tsp unsweetened cocoa powder1 tsp ground cumin¼ tsp allspice1 28-oz can crushed tomatoes in puree1 15-oz can black beans, rinsed and drained½ cup chopped pimento-stuffed green olives1/3 cup chopped fresh cilantro

FOR TOPPING1 cup all-purpose flour1 cup yellow cornmeal¾ cup grated sharp Cheddar1 ½ Tbsp sugar2 tsp baking powder½ tsp salt½ tsp ground cumin¼ cup finely chopped fresh cilantro¾ cup milk3 Tbsp unsalted butter, melted and cooled1 large egg, lightly beaten

What we realized about a year ago is that when he requests “spicy,” he is actually just asking for foods with flavor Ezekiel 4-�

Book Review BOYS ARE DOGS by Leslie Margolis

In Boys Are dogs by Leslie Margolis, sixth grader Annabelle comes up with a simple and ingenious solution to tame the boys who seem determined to make her life miserable. She decides to treat them like the dogs that they are and applies all of the obedience training lessons she used to train her unruly puppy to the boys at school. Before too long Annabelle’s training techniques transform the boys from teasing tormenters into obedient and polite classmates.

It can be comforting for our kids to read about and realize that they are not the only ones out there dealing with changes in their lives—this includes entering a new school, changes in family relation-ships and last, but certainly not least, middle school boys! Boys Are dogs is a great read for ages 9-12!

By Maria Valencia-Palomo

Sam K-3

Unknown 1-1

Dizzy’s {A FINER DINER} Diner( 7 0 8 ) 4 9 9 - 1 9 6 6B R O O K L Y N , N Y

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