Parents and PGCPS an EduSocial Network

 Parents and PGCPS an EduSocial Network is proud to announce our weekly series of educational conversations called Educational Views. These brief commentaries from Prince George’s County parents, educators, community and civic leaders are intended to drive larger discussions on challenges and opportunities facing education in Prince George’s County.  

Parents and PGCPS eRadio

Dr Mike Robinson at Western Kentucky University Panel Discussion on Fathers

Addison By Dr. Elwood L. Robinson

My encounter with an 8-year African American male last Sunday left me with a range of emotions. I met him during a stop to get some very expensive gas in Clinton, North Carolina. He appeared to have been traveling with his family who had also stopped for gas. He was outside the family vehicle roaming around having a conversation with anyone who would listen. He approached my car and asked me if I knew several people who he called by name. In each case I replied that I did not know the person. Following my response he would tell me who the person was and point them out to me. These people were members of his traveling party and apparently his family. “Do you know Shirley Thompson,” he would say. “That’s my aunt,” and he would point to the person in the SUV. He then repeated the names and asked me if I knew the person. I responded “I do now.” He seemed pleased that I now knew the persons that he has just introduced to me. I reminded him that while he has introduced me to several people, he had not told me his name. “My name is Addison” he replied in a strong voice that denoted a sense of confidence. I told him that I thought Addison was a great name. He seemed pleased. I was next in line to pump gas and pulled my car forward to begin the process. As I began pumping gas, I was again approached by Addison who said” hello, I see you again.” The conversation shifted to an area that troubled me, especially coming from an 8-year old.

Addison is a small African American male. He communicates well and speaks in a voice that suggests confidence, strength and poise. Dressed in jeans and a t-shirt, he is the prototype of someone his age in this country. He comes across as very intelligent with a pleasant and pleasing personality. His communicative style was engaging but not overbearing. It has a maturity which suggests his conversational partners may primarily be adults. I can imagine that he is quite a handful at school and home. His energy and inquisitive nature can sometime be difficulty for parents and teachers to handle. He needs and seems to demand attention. I was impressed with his ability to listen.

He asked if I knew that this father had died. He said “my father got shot last night and we went to his funeral just now.” “Last night!” I responded in a voice that denoted surprise and compassion. Addison’s presentation of his father’s death and funeral was void of sadness or emotional connection. He then asked if I wanted to see a picture of his father in the casket. I nodded in the affirmative and he approached his mother who was standing outside of the vehicle on the passenger side. She appeared disinterested in him or our conversation. She reached into her back pocket, removed a cell phone, apparently turned to the photo section and handed the phone to Addison. Addison in turn gave me the phone to view the picture. It was a young, maybe mid-thirties, African American male lying in a coffin who had died as a result of gunshot. This is an all too common story in many part of these United States. I was sad and viewing this picture and talking to Addison about it gave me a strange feeling.

How does an 8-year old deal with losing his father and the graphic representation of his death on a cell phone. Is the gravity of this event, death, minimized or exacerbated by the picture. His face did not suggest sadness. His eyes were bright with a softness of caring. He could not express it but his eyes could not lie. There was something missing and something tells me it was not just the loss of his father. It was as if his soul had been scarred and the manifestation was emotional detachment. The coping strategy is probably age-appropriate; reduce the death to a game or photograph on a cell phone.

 “This is my daddy,” as he spoke with a sense of pride. Or at least he used to be, he left when I was two.” This time he spoke without pride but with a slight sense of anger and disappointment. “He still is” blurted his mother. These were the only words uttered during my brief encounter with Addison. Maybe that explains what I saw in his eyes. Will that memory become a permanent albatross or a source of motivation? Only time will tell.

There was one last conversation to have with Addison. “Where are you going,” he asked. Durham, I replied. “That’s a long ways,” he said. I said “yes it is.” Then Addison with all the sincerity and maturity that defied his youth said “you be careful.” I want desperately to believe that based upon that statement and the manner in which it was delivered, that Addison will be alright.

I immediately began thinking about Addison and his future. What are the consequences of seeing your father as an 8-year old in a casket after being shot. What message does this event send to Addison. How much of this does he really understand. I pray that Addison will grow up to be a strong black man with the courage and conviction to make the world a better place. I hope he achieves greatness. His spirit is strong and pure. Thank you for allowing me to see the kindred spirit that binds us all together. And I say to you as you said to me as I drove off on that beautiful Sunday afternoon. BE CAREFUL.

Prince George’s school board adds 15 new employees weeks before Baker takeover

By Ovetta Wiggins, Published: May 17 E-mail the writer

In one of its final actions under the current school governance structure, the Prince George’s County Board of Education voted to hire more than a dozen employees who will work for and report to the board. The emergency measure, which was approved with no discussion, comes with a $145,000 one-month price tag for the remainder of the current fiscal year and is projected to cost the school system nearly $2 million next year.

The action comes just weeks before state legislation is scheduled to take effect that allows Prince George’s County Executive Rushern Baker III (D) to select the school system’s school superintendent, known as the chief executive officer. Baker will also be able to appoint three board members, creating a hybrid school board, and choose the board chair and vice chair.

Read More Here

Parental Engagement Lecture Series: Part I

How To Re-establish A Positive and Healthy School Culture After A Tragedy

Dr. Mike Robinson, host of Parent Talk Live welcomed Dr. Jonathan Cohen, Co-Founder and President of the National School Climate Center, located in New York. Dr. Cohen will provide his views on how schools and school districts can re-establish a positive and healthy school culture after a tragedy” Dr. Cohen is also an Adjunct Professor in Psychology and Education at Teachers College, Columbia University; Adjunct Professor in Education at the School of Professional Studies, City University of New York and a practicing clinical psychologist and psychoanalyst. Dr. Cohen has worked in and with K-12 schools for over thirty years as a teacher, program developer, school psychologist, consultant, psycho-educational diagnostician and mental health provider. After working as a middle school teacher at the Marianne Frostig Center for Educational Therapy in Los Angeles, he received his Ph.D. in clinical psychology from the City University of New York, New York, New York and completed a Post-Doctoral Fellowship in Child and Adolescent Psychology (1979-1980) at New York Hospital-Cornell Medical Center as well as at the Memorial Sloan Kettering Cancer Center, Department of Pediatrics, New York, N.Y. For more information on Dr. Jonathan Cohen or the National School Climate Center visit http://www.schoolclimate.org/about/ To listen to this amazing discussion click here!

Kimberly K. Parker: PERFECTLY IMPERFECT

            

           One of my Facebook friends recently posted a picture of her three year old daughter’s artwork.  Her comment read: “My daughter colors inside the black lines PERFECT…she's still 3 years old...Remember that.”  While my mantra is, “Until further notice…celebrate everything,” my stomach dropped just a bit when I scanned the word “PERFECT.”

            I clearly recall being a young stay-at-home momma who was driven by perfectionism.  Frankly, my behavior was borderline obsessive compulsive.  My home was cleaned from the basement to the bedroom level, the laundry was washed, dried, and put away, and every single toy and wooden block was in its rightful place.  In short, everything was perfect.

           

            Unfortunately, this mentality spilled over into my role as a homeschooler.  So, by the time my son was two years old, he was legibly writing his name, alphabets, and numbers, counting to 100, had mastered his shapes, address, and telephone number,  and…yes…coloring inside the lines.  Anything short of this, I felt, was a poor reflection on him and his family.

            It would be years before I realized that I was disillusioned and had no clue of what true learning entailed.  In fact, my mission to present this “perfect” picture had everything to do with pleasing the masses versus instilling sound educational principles into my children.   I fed into the lie that if my children did not reach various milestones outlined in those infant, baby, and toddler books that I was missing the mark. 

            In her article “The Pitfalls of Perfectionism,” Jennifer Drapkin, a writer for Psychologytoday.com, pointed out a few pitfalls to perfectionism:

1. Perfectionists never feel satisfied.
2. Perfectionist cannot tolerate flaws.
3. Perfectionists lead a life of continual anxiety and fear of failure.
4. Perfectionists feel as though the world expects them to be impeccable.

            As a result of my behavior, my children began to display some of the traits listed above.  Erasers were used incessantly and crumpled sheets of paper filled my trash bins.  The straw that broke the camels back was when one of my sons said he felt stupid because he did not understand a math concept.  I knew then I had to stop the madness.

            It’s been many years since I’ve lived the life of a perfectionist.  The major shift in my behavior has fostered a more tolerant mindset in my children.  They are not hard on themselves anymore and have learned to embrace both their style of learning and overall achievements.  As Jennifer stated in her article, we all have learned to accept our flaws and live a more loving and satisfying life.

Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC. (www.writingmomma.com). To date, she has written three books and has helped nine children between the ages of nine and nineteen write and publish books of their own.  This summer, she is offering “The Ultimate Writing Experience!”  For more information visit www.writingmomma.com and click on Writing Programs.  Kimberly is a professional writer, author, publisher, and blogger living in Maryland with her husband and three children.

Parental Minimization Is Not An Effective Parental Engagement Strategy

By:

Dr. Mike Robinson

Perhaps my ambition to see an educational system where parents, teachers and school administrators are in partnership for the academic success of all students is more a dream that a possibility. Over the past several decades, research and a myriad of news reports have reflected on the value of parental engagement, while at the same time criticizing the lack of parental involvement. The benefits of parental engagement are well researched and documented.

This argument is juxtaposed to the increase bashing of teachers and their unions which have reached epic levels. Efforts to silence, marginalize, and destroy teacher unions have dominated news headlines for the past several years. The apex of such actions having taken place in Wisconsin, where Governor Scott Walker worked tirelessly to break his state’s unions to include teacher unions, by dismantling collective bargaining rights for state employees.  Governor Walker’s actions are just a drop in the bucket of the methods used to eliminate inclusion and engagement among a specific constituent base. However, these methods pale in comparison to those used to eradicate the position of parents and families when it comes to the educational systems in America.

The systemic efforts by a variety of entities to silence and completely eliminate the voices of parents who are striving to have an authentic role in the academic lives of their children have been shameful at their least to bordering on outright violations of one’s civil rights at their worst.  Parents are typically bashed by the media for their lack of engagement in the lives of their children. Reports describing the lack of parental involvement are seldom based on any long term studies; typically suggesting a vast majority of parents, just awake in the morning and after a large steamy cup of narcissism send their children off to public schools to be raised by teachers and school administrators and if time permits the teachers are welcome to educate their children.

Once the media has finished, teachers, school administrators and civic leaders pile on; many offer assertions regarding parental involvement within the schools with little statistical data to support their claims. Seldom does one hear or read of the variety of ways in which schools attempt to engage parents/families prior to proclaiming parents just do not want to be involved, because they do not attend Back to school night, PTA meetings or a Parent Teacher Conference.

When you hear of the great successes taking place in schools and overall in school districts, one can rest assured there is a strong and healthy relationship between home and school. Families and school personnel are working on the same page. In these successful models of high achieving schools and school districts, parents have a voice in school leadership.  When parents are used as allies, teachers and administrators have a new found freedom to speak openly and frankly about student performance.  While there are many examples of such effective relationships that have turned poor performing schools into beacons of student achievement, the sad fact is the number of school districts that do not have or even desire to have a strong relationship with parents are driving the negative discussion about parent involvement.

Dr. Mavis Sanders, a renowned researcher, scholar and author in the area of parental engagement and more specifically the relationships between communities and schools, stated that if schools really want an effective parental engagement environment, they will have it, if they do not want a parental engagement program in their system, they will not have it.  Dr. Sanders’ statement is powerful, as it professes school districts either desire to have parents in their schools or they do not.

Certain school districts use a myriad of methods, techniques and systems to control parents as they continue to drive a message that parents do not understand. The leadership within this type of school system is well versed in creating communication systems which pretend to offer two-way communication. However, the reality is these systems are riddled with hidden layers that contain a culture which states to parents “you do not understand education and to some extent parenting itself”. Many of these schools have suggested and championed laws that would criminalize aspect of engagement, specifically those they have defined types of engagement they want parents to perform as the true forms of parental involvement.

Failure to attend a PTA meeting or missing a Parent Teacher conference is being considered violations of the law. Failing to fit into a mode which is typically narrowly defined by schools regarding parental engagement could have incarceration as a consequence.  There are now States advocating schools actually grade parents as to their level of involvement. Yet these same systems cringe at the thought of having parents’ grade teachers or that an educator’s evaluation is attached to their student achievement.

Parental Minimization can result in parents, families and community stakeholders becoming frustrated, confused, angered and disillusioned about their community school. The results of such efforts are dramatic, parents and communities become disengaged, they reduce their level of involvement with their school district and in extreme cases, parents seek to find alternative educational opportunities. This is defined as “Give Out”, a process by which parents seek to remove their children away from a school system that is simply not friendly to parents and students. The ultimate result of parental minimization is declining enrollment and an increase in low performing schools.

Next week: How Parental Minimization and the lack of student achievement drives the desire for home schooling or parent directed education.

 Dr. Mike Robinson is the creator of the National Men Make A Difference Day for Student Success and the host of Parent Talk Live. Dr. Robinson is a leading voice/expert on parental engagement and community outreach in education. He is also the CO- CEO of Forest Of The Rain Productions, an Internet communication company, whose mission is to expand the voices in and about education.

Just Because They Are Unemployed Does Not Mean They Are Unskilled

For the past two years the national conversation regarding unemployment in America has focused on the need for those without a job or under-employed to obtain more skills and more training.  This has become a rallying cry for justifying why the unemployment numbers remain high, especially among populations of color.  

The purpose of this article is to dispel or to an extent change the direction of the conversation about the traits of the unemployed. I am especially targeting those who use an uninformed description of the unemployed and under-employed to frame discussions on the rate of joblessness in America. First, I want to make it extremely clear that I agree education and training has a place in reducing under-employment and yes it can impact unemployment. However, it is the broad brush by which the concept of training and skill attainment is discussed that gives me pause for alarm. I have seen the over-reliance of the belief that those unemployed or under employed simply lack the skills of those that have employment. Typically this is used as a means to justify why we see double digit unemployment rates in segments of the population like African Americans and Hispanics.

In an effort to address this issue of untrained Americans, President Obama has set-a-side in his budget plan of nearly eight billion dollars for community colleges to serve as America’s Re-Training Academies, while continuing to serve as the primary gateway to postsecondary access and higher education attainment. President Obama’s funding of the new, but well established traditional mission of community colleges is both daring and noble. The president’s support of America’s community colleges continues in a long line of POTUS who understood the value community colleges bring to our nation, one community at a time. However, new money for the expansion of postsecondary opportunities will mean little if at the end of the re-train/educate pipeline there are no jobs.

            My concern and that of many I have spoken to over the years is a straightforward one. It is grounded in the fact that each and every unemployed person is some how locked in this universal description of being untrained, unskilled and to a large measurement lacking a strong foundation in today’s technology. This is especially placed at the feet of those unemployed who happen to be people of color. These assertions and hyperboles are frequently uttered from the political pundits, talking heads, and political contributors for this network or that network. 

            My retort to those political pundits, talking heads, political contributors and political leaders on each side of the isle, “you really have no clue as to the skills of the unemployed.” I apologize for being so direct, but it seems in this season of non reason, to steal a line from an upcoming book by the same name, written by M. Shelly Robinson, political leaders and the media really have not wanted or dared to examine the depth of the issue of the unemployed and their inability to secure employment.

I met a woman several years ago, who was laid off from a mid-level university in 2005. She held a prominent management position at the university and at the time had years of experience in personnel, project management, IT and a host of others. She possesses a master’s degree in Human Resources, from a top university in the state of Maryland.  She has been unemployed for seven years. That is right seven years.  She was able to secure one part-time job, a seasonal position with a large retailer where she was responsible for cleaning restrooms after store hours on the 11pm-8am shift. Now given the definition often used by those in the media to justify why a person like the one described above cannot secure employment, hinges on the fact she lacks skills that suggest she can compete in today’s job market.

The fact is their contention that she is without skills would be completely and utterly wrong. Since the time of her unemployment, this mid 40, highly educated minority woman has gained the following skills through her attempts to start her own business and volunteering at local organizations.

Since the time of her unemployment in January 2005, she has gained the following skills:

·  Entered doctoral studies (Higher Education)

·  TV production

·  TV editing

·  Filming

·  Radio Producer “Talk and Music”

·  Script writing

·  Event planning

·  Guest development

·  Social Media

·  Story board writing

·  Publishing

·  Publication layout

·  Interviewing of program guest

·  Writer

·  Blogger

Prior to being laid off in 2005, this unemployed educated mother of three and the wife of an educator had skills in the following area:

• Management
• Labor Relations
• Custom Services
• Staff Development
• Finance Management
• Personnel
• Computer operations
• IT
• Project Management
• Student Advisement
• Inventory Management
• Call Center Management
• Policy and Procedure Development

I could go on listing her many qualifications, but I am sure you get the point. This woman who is a minority possessed skills that do not become obsolete, but are typically needed by most organizations seeking to maintain a strong and viable infrastructure.  So, why has this person been unable to secure employment beyond a part-time seasonal position cleaning toilets?  

It is my declaration that there are other factors behind the high rate of unemployed and under-employed minorities. There is little empirical evidence to show that the unemployment rate for educated and skill minorities is less for uneducated and be unskilled majority populations.  Populations of color have found the job market to unfriendly to them especially to those who are educated and skilled.

Prior to completing this article, I contacted the woman who had been unemployed for seven years to see if her employment status had changed. She indicated it had not. She also stated she had spoken with a state unemployment counselor who suggested she enroll in a Medical Billing/Coding program at the local community college. The counselor believed it was her best and only chance to ever work again.

Dr. Mike Robinson is the creator of the National Men Make A Difference Day for Student Success and the host of Parent Talk Live. Dr. Robinson is a leading voice/expert on parental engagement and community outreach in education. He is also the CO- CEO ofForest Of The Rain Productions, an Internet communication company, whose mission is to expand the voices in and about education.

Parents, Educators, and Community Leaders Show Up for Budget Session

Greetings Engaged Parents, Dedicated Educators, and the Informed Community,

As many of you know, yesterday (October 25, 2011) the Superintendent of PGCPS hosted a second public hearing/session on the 2012-2013 school budget. I am happy to report this session saw a dramatic increase in the number of concern citizens, parents, teachers, and community stakeholders in attendance.

I want to commend each of you who took the time out of your schedule to attend the meeting in person or to observe on TV, or via webcast. The superintendent acknowledged this was the largest turnout in his six year tenure for a budget hearing/session.

Throughout the evening speaker after speaker (over 20) passionately talked about educational programs, services, and infrastructural concerns they wanted to see as a priority in this year’s budget process. At one point, citizens in attendance who did not get a chance to speak because they were unable to register due to a technical glitch were extended an opportunity to voice their concerns and priorities for the 2012-2013 budget.

Tonight’s overall theme centered on two major areas, academic enrichment programs such as Music Education and the Arts and Teacher satisfaction. Those speaking in support of music education and arts included parents, teachers and community stakeholders. Anxiety over potential loss of funding for these programs served as a sense of urgency for many. Speakers summarized that the loss of music education and the arts would have an impact across all grade levels.

A number of teachers informed members of the school leadership that the funding for these programs are often earmarked for reductions, but suggested there is inadequate funding currently and as a result it has limited options for students aspiring to engage in music, arts and foreign language. In some instances, students are forced to choose between music and a foreign language, because they cannot have both. Worries mentioned most often by supporters of music education and the arts included but were not limited to: (1) Limitations of options for students in the arts programs; (2) Overcrowding in classrooms; (3) Request to expand the music education program; (4) Replacement of worn or damaged musical instruments; and (5) Return of the Kennedy Center Concert Program.

The presentations by several members of the Prince George’s County Educator’s Association (PGCEA) outlined several concerns for their membership. Most alarming to those present, was the information that teacher morale is at an all-time low according the PGCEA representatives. PGCEA representatives stated the following sentiments from their members: (1) Impossible working conditions; (2) Concerns about job security; (3) Compensation; (4) Increase work demands; and (5) Reductions and lost of stipends.

In closing, the Dr. Hite applauded the turnout, thanked those in attendance and reminded the audience that he has not proposed any formal budget suggestions to the Board of Education at this time. He stated the turnout suggests that parents and members of the community are engaged and that the system would be incorporating additional forms of technology to connect parents to the budgeting process (It appears they are getting the message!)

As a side note there is a Board of Education meeting on October 27, 2011 starting at 7pm. If you can attend, please do so, however, if you are unable to be present, please follow the proceedings on channels 96 Comcast and 38 on Verizon. You can also view the meeting via webcast. Also, please join me as I will be Tweeting my thoughts, views and comments during the meeting.


Regards,

Michael Robinson, Ed.D.

“Student achievement and increase school performance are linked by the support of engaged parents, dedicated educators, and the informed community.”

Mrs. Kimberly K. Parker Discusses WELCOME BACK TO SCHOOL.

WELCOME BACK TO SCHOOL

The last time we met here was seven weeks ago. Do you remember? I began counting down the number of weeks left for school, marveled at how quickly the time had passed, and offered a few additional ways children can make their time out of school filled with fun. Well, those seven weeks have come and gone and school is once again in session. With that, I bid you a hearty “Welcome back!”

I could not wait for school to begin last week! Now, I’m sure you’re thinking it was because I was ready for my children to get out of the house and out of my hair. Not entirely. My enthusiasm really had more to do with my desire to govern myself differently as a parent and volunteer. In an email to a friend of mine I emphatically wrote, “I have learned many valuable lessons this past school year. I’m very excited about 2011-2012. I look forward to applying what I’ve learned and being of greater service!”

I would be mendacious if I told you my experience last year was laced with peaches and cream. Au contraire! I had more parent/teacher meetings than I’ve had in the eight years I’ve been a parent of a PGCPS child, one of my children has either lost or damaged not one…but two pair of eye glasses, and one of my other children had a substitute for close to six weeks straight. On top of that, I’ve linked arms with many of you at community forums and board meetings and sent countless emails to board members to voice concerns about the budget cuts that ultimately became our fate. In spite of it all, I blew a “Dating Game” kiss to the 2010-2011 school year with both affinity and pride because of the many valuable lessons I learned.

I believe that someone reading this blog is saying, “OMG! You sound just like me!” If in fact you’re not uttering those words, then maybe you know someone like me. Whatever the case may be I’d like to offer these three tips to help you make the most of the 2011-2012 school year:

1. Put the past behind you. It’s challenging to not converse about the negative experiences from last year, but I encourage you to try. It really is a new day and the more positive your outlook on 2011-2012, the more positive your experience will be.

2. Do the best you can with what you have. Look – there is not a single person who is not feeling “the crunch” from the budget cuts. Classes have gotten larger and resources have gotten smaller. Parents, teachers, and stakeholders must pull together for the betterment of our children…ALL children. Make a small sacrifice to donate a box of tissue or a block of time to your child’s school. It really does go a long way.

3. Identify the small stuff and don’t sweat it. To the extent that you can, put minor matters in their proper place. Does your concern really call for you to go to the Board of Education or is it something that can be worked out on the school level first? Analyze a situation from every possible angle before you make a decision to act.

This is not an all inclusive list, but it’s definitely a start. Maybe you have a few ideas of your own that will work just as well. If so, I have just three words to close out this blog: GO FOR IT!

Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). This past summer, her company published three books for young authors age nine to nineteen! This fall, she will host “Write On!” an eight week writing program for youth and she is currently looking for a few young writers who want to participate. Visit http://www.writingmomma.com/ for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.

Summer Learning Loss Can Be Prevented

Dr. Michael A. Robinson

I just reviewed data on the percentage of fourth grade students passing their 2008-2009 state reading exams, according to NBC’s Education Nation website. Click here to see the Maryland data for yourself. Below are a few Maryland public school systems and their percentages of fourth grade students passing state reading:

Anne Arundel County (91%)
Baltimore City (78%)
Baltimore County (87%)
Calvert County (94%)
Howard County (93%)
Montgomery County (91%)
Prince George's County (77%)

As engaged parents, we have to address the low percentage of students performing well in the classroom and on state exams. This is especially important during the summer when academically centered activities give way to summer fun and frolic.

Former CEO for the National Summer Learning Association Ron Fairchild stated that 65% of the achievement gap can be attributed to summer learning loss. If this is true, we as parents cannot sit idly by and watch all the gains our children have made during the previous school year fall back. In a report released by the National Summer Learning Association, summer learning loss has been linked to low academic achievement and extremely high dropout rates.

The research brief cites the work of Dr. Karl Alexander and his colleagues which suggested that students from low economic backgrounds tend to experience a greater degree of academic drops in skills during the summer. Their research also discovered that students from economic disadvantaged backgrounds typically enter the school year at a lower level than typically middle class students, however, the researchers’ suggested that by the end of the year students from the low income families have progressed at or about an equal rate of those from a more affluent economic background. According the writers, their struggles really pick up during the summer when they experience the summer slide. The summer slide was not a phenomenon their more well off peers encountered.

Dr. Alexander when asked to explain why income levels impacted summer learning and more specifically why higher income students performed better upon return from summer breaks, he posited there were “some definite differences (Alexander, 2010). He further explained,

I don’t want to break it down into a checklist, but some differences seemed relevant. For example, better-off children were more likely to go to the library over the summertime and take books home. They were more likely to engage in a variety of enrichment experiences such as attending museums, concerts and field trips. They were more likely to take out-of-town vacations, be involved in organized sports activities, or take lessons, such as swimming or gymnastics lessons. Overall, they had a more expansive realm of experiences.

Many of the activities outlined by Dr. Alexander could be out of the reach of lower income families and to an extent a growing number of middle class families. Thus families have to create alternative learning opportunities to for their children. Scholars and school administrators agree there are ways this can be accomplished.

Board of Education Budget Public Hearing - 2/3/11

"Your Money, Your Future" with Financial Educator, Carmen Johnson

Welcome to Your Money, Your Future. I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation. Today on Your Money, Your Future... Bring back the family.

This week’s financial tip is about the importance of family. Let's go back in our minds to when we were kids. Think back we ate as a family, we gathered around the TV to watch our favorite shows as a family, we even had household meetings as a family. Somehow we've gotten away from all of that. Your challenge this week is to take your family back to that time.

Let’s start with family financial meetings twice a month where you sit down and go over all the bills and create a household budget. Involve your children. Let them place the bills in alphabetical order and then write them in a spreadsheet.

Explain to them what type of bills they are one by one and how to read them and what bills your family may be able to cut back on. Ask them what they can do to make your family financially stronger. Ask your kids what they are will to cut back on in this hard times. Don't be surprised if they already know how to do some of these things.

Keep it fun by assigning roles. Make one of your children the light captain - in charge of making sure that the lights are turned off in unoccupied rooms. Another child can be the coupon captain- in charge of clipping coupons in the paper and searching for them online, finding the best grocery store deals.

Together, the children can monitor the household budget and make sure that we as a family stay on track. Bring back the kids, bring back the parents, bring back together our families.

Until next week this is Your money, Your future, I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation.

Please check us out at Katieablefoundation.org and remember,

Do something to justify your Existence, TOGETHER we can create the future!


Ms. Carmen Johnson

Katie Able Foundation
Founder/CEO
www.katieablefoundation.org
301-352-5855 work

Do something to justify your Existence, TOGETHER we can create the future!

PGCPS Mourns the Loss of Ms. Suzi Johnson

The Department of Family and Community Outreach would like to extend condolences to the Robert Goddard Montessori School for the loss of their principal Suzi Johnson. Ms. Johnson passed away on the morning of Wednesday, May 27th after a long illness. Ms. Johnson knew each student by name and loved her students and her work. Professional School Counselors will be available, along with other school district staff, to support students and families during this time. If your child needs any additional support or help dealing with grief or loss, please contact us for additional assistance.

Free Activities for Families this weekend!

Free Activities for Families this weekend!
Montpelier Festival of Herbs, Tea and the ArtsSaturday, May 2, 10 am-4 pm Free Family Fun featuring the stories, songs, and teas of China! Rousing dragon dance on the grounds at 12 noon! Artist Demonstrations in the arts center; Chinese Folk music in the Main Gallery; 2-4 pm Gallery Receptions for Alonzo Davis , resident sculptor and for students in the Montpelier class program exhibition. Herbs, Plants, Crafts, Gardening tips, Gourmet food, Projects for kids on the grounds of the Montpelier Mansion.

Celebrating Seat Pleasant, Berwyn Heights, and Langley Park
There are celebrations featuring plenty of fun throughout the county this weekend. Seat Pleasant Day is being celebrated at Goodwin Park (311 68th Place, Seat Pleasant)on Saturday, May 2, from 11 am-5 pm. Admission is FREE; nominal fees charged for food and rides. Berwyn Heights Day will be celebrated at Berwyn Heights Town Hall and Sports Park on Saturday, May 2, from 12 noon-5 pm; Admission is FREE; nominal charges for food and rides. And, Langley Park Day will be celebrated at Langley Park Community Center on Sunday, May 3, from 12 noon-5 pm. Admission is FREE! For information, call 301-699-CALL(2255).

Tucker Road Ice Rink has special offers this week.
Visit Tucker Road Ice Rink for a day of family fun! Skate for a discounted fee at a Super Saver Skate session (either 12-2 pm or 3-5 pm) on Friday May 1. May is National Military Appreciation Month and on Friday, May 1 (8-10 pm) and Saturday, May 2 (1-3 pm & 8-10 pm) those who show a military ID can ice skate for a discounted rate. Sunday, May 3 (1-3 pm) offers a special Family Ice Skating session; up to two children admitted FREE with a paid parent admission. Enjoy riding in a bumper car on ice on Sunday, May 3, from 1-3 pm. (Riders must be 5 years or older, and riders under 5 must be accompanied by an adult.) Sunday, May 3, from 1-3 pm features our Teacher Appreciation Super Saver Ice Skating Special; teachers ice skate for a discounted rate. We're also celebrating National Two Different Colored Shoes Day on Sunday, May 3 from 1-3 pm; wear mix-matched shoes and skate for a discounted rate. For information and fees, call 301-265-1525.

It's time for the Harlem Renaissance Festival 2009!

Women's Day: May 11, 2009

PRINCE GEORGE’S COUNTY BOARD OF EDUCATION

presented by:

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS

May 11 2009

WOMEN’S DAY
A Celebration of Your Commitment to the Success of Students

Mothers, Grandmothers, Aunts, Sisters, Nieces And Significant Female Role Models
Are Invited To Visit Your Child’s Classroom

Prince George’s Board of Education Mentoring Program: Connecting Generations

Mentoring

The Prince George's County Board of Education is seeking nonprofit organizations and community partners to provide mentors for Prince George's County public school students. The Board of Education, in collaboration with the Prince George's County Public Schools (PGCPS) Division of Student Services, is hosting the Mentor Orientation sessions.

Mentors only working with students in a supervised setting are required to have a commercial background check at a cost of $7. Anyone with unsupervised access to students must first submit to a full criminal history, fingerprint background check at a cost of $61. For more information, contact Michael Robinson at 301.925.2535. You are also welcome to complete an online mentor profile at http://www.kpscholars.com/become_a_mentor.php