By Kayla Gahagan, Journal staff

I interviewed a couple of Rapid City High School students this week as they prepare to host their 30th reunion this Saturday, and I found myself caught up in their colorful memories of their old high school, which is now known as Dakota Middle School.

Even more so, I loved their memories of their new school building (the current Central High building), which they recalled as “spacious and bright,” and moved into mid-year of 1978.

Part of the reason the new school was built some students say, is the political activism of some students who thought it unfair that they were attending a school so crowded they were pushed out into annexes for some classes, while across town, Stevens High School students were enjoying a new school.

It makes me wonder, what do the students at the current Central High School think about the fact that they are expected to be over-capacity by at least 130 percent within the next five years?

We are hearing the adult voices in the community loud and clear, as we should. They make the final decision about a third high school, would have to do the leg work to raise funds and would pay the extra taxes if it did happen, but what do the students think?

One graduate from 1978 told me that despite the annexes and cramped halls at Dakota, he much rather would have graduated from there and missed out on the new high school entirely. Why? Because of the memories, he said.

Sometimes, it seems nostalgia can play as large of a role as anything.

I wish the graduates of 1978 the best of reminiscing and conversation this weekend.

 

 

 

 

 

 

By Barbara Soderlin

I called up former Journal reporter Steve Bucholz yesterday for a story about how Western Dakota Tech is working to meet the demand for electricians and other skilled laborers. Now the Director of Marketing at WDT, Bucholz told me how for each program at the technical school, there is a panel of industry experts who help decide, among other things, what skills should be taught and how many students should enter the program to ensure there will be a market for the gradutes.

I bemoaned the fact that there seemed to be no such panel of experts at my university when I decided to major in English, and Steve laughed, and told me the unofficial motto of WDT: We don’t produce English majors.

I think my parents and Garrison Keillor both would appreciate the sad humor there; I know I did when one of the WDT professors told me his graduates are making $25 an hour in the Wyoming coal and gas fields.

By Barbara Soderlin

There was an interesting theme I heard repeated a few times in last night’s Democratic National Convention speeches, including during Hillary Clinton’s appeal for voters to vote for Barack. She was listing the reasons why she ran for president, one of which was, ”To help every child live up to his or her God-given potential.”

At first I thought, huh, that’s so right — it’s not that kids should have to meet arbitrary learning standards, or pass state tests at the same time as every other kid, but instead, each should have to live up to his potential. Isn’t that what parents have been telling us for generations — just try your best, I want you to work up to your potential. We wouldn’t need any more No Child Left Behind if we simply focused on helping each child meet his potential.

But the more I thought about it, that seems kind of silly and vague. How do I know what my potential is? If I did nothing but play the violin, do I have the potential to be a professional musician? If I focused more at work and wandered around eating M&Ms less, do I have the potential to write a Pulitzer-prize winning story? Students and parents need guidance in this, and kids need a well-rounded education, even those who have more potential in one subject than another.

Clinton initially voted for the No Child Left Behind act, but now says it’s underfunded and needs reform. I don’t think anyone would disagree with the reasoning behind No Child Left Behind — to force schools to pay attention to the chronically undereducated and underperforming students and families that it used to be easier to ignore, before schools were held accountable for ALL children demonstrating basic knowledge and skills.

Also, most educators and politicians agree the law needs reform of some sort. Some suggestions that seem to make sense to me are: changing the law to hold schools accountable not for all students of a certain grade meeting a certain standard, but rather for each student making a certain amount of progress year-over-year. Or, for each student to have an Individual Education Plan — just like schools use for students with disabilities — that lays out goals for each child each year, which would help both high-achieiving and low-achieving kids make documented progress. Both these seem like good ways of helping each child reach his or her potential, while still holding schools accountable for their education.

By Barbara Soderlin

I learned an interesting fact while working on my story about the old Rapid City High School. President Coolidge made the original Rapid City High School (since torn down) his summer office when he was visiting the Black Hills in the summer of 1927. In the years after that, the school was renamed Coolidge High School, although the name Rapid City High School also seems to have stuck, since the yearbooks from those years mention both names.

But when the new Rapid City High School was built next door (the current Dakota Middle School), it got the RCHS name and the old building was called the Coolidge building and, I think, used as a junior high until it was condemned in the 1970s. I’m not sure when it was demolished — if someone knows, let me know.

Can you imagine George Bush going on vacation in the Hills and using Central High School for his office?

By Barbara Soderlin

We had a story in this morning’s paper about how dozens of the nation’s college presidents will be lobbying to reduce the drinking age from 21 to 18. They think that making drinking legal at 18 will reduce the amount of binge drinking that happens once kids get to college. I have to say I think this is one of the worst ideas ever.

Their logic mostly makes sense — here’s what they say:

“A culture of dangerous, clandestine “binge-drinking”—often conducted off-campus—has developed. Alcohol education that mandates abstinence as the only legal option has not resulted in significant constructive behavioral change among our students. Adults under 21 are deemed capable of voting, signing contracts, serving on juries and enlisting in the military, but are told they are not mature enough to have a beer. By choosing to use fake IDs, students make ethical compromises that erode respect for the law.”

OK, they have some good points. But I’m not sure that changing the age to 18 — right when impressionable teenagers are heading off to college and independence for the first time — is the best time to also say it’s OK for them to drink. I can’t imagine how much more difficult my already difficult freshman year of college would have been if there was also the option of going into any bar, any time and drinking, instead of spending the night in the library where I belonged. The pressure to sneak into weekend frat parties was enough, and we could party a little and also study a little — each in their own time.

If people really think 21 is too old, how about 19 or 20, when kids have been on their own for a little while. Then they wouldn’t have to wait so long, but also wouldn’t have the extra pressure so young.

Your thoughts?

By Barbara Soderlin

I’m reading through the Rapid City school district’s new long-term facilities master plan, and was interested to see that it recommends closing two of the district’s oldest buildings, Dakota Middle School and Wilson Elementary. The consultants who created the study recommend the district focus on providing the best possible educational facilities for students, not fretting over saving old buildings.

“Dakota Middle School would have many more options available if historic preservation were absent from consideration,” the study says. “It may be more feasible for a non-district entity to preserve historically the building and, allow the district more flexibility in deploying its ten-year facility master plan. It is recommended that all avenues be explored.”

That’s somewhat cryptic advice, but I think the consultants are trying to pre-empt debate over whether the district should keep these buildings just because they’re old and beloved, even though they got some of the worst scores on an analysis of their suitability as modern schools.

What do you think should happen to these buildings if they’re no longer used as schools? Should they be apartments? Lofts? Should they be torn down?

By Barbara Soderlin

There are just two weeks left before school starts in Rapid City. Fortunately that’s not until after Labor Day, so families feel like they got to enjoy the whole summer. But two weeks will go by too fast, so here are some tips on how to prepare for the first day, from the National Association of School Psychologists. If you get school supplies together now, freeze a couple of stand-by dinners, visit the school with your child and more BEFORE school starts, things will run much more smoothly for you and your child when that first day actually comes.

 

Back-to-School Transitions: Tips for Parents

By Ted Feinberg, EdD, NCSP, & Katherine C. Cowan
National Association of School Psychologists

Getting a new school year off to a good start can influence children’s attitude, confidence, and performance both socially and academically. The transition from August to September can be difficult for both children and parents. Even children who are eager to return to class must adjust to the greater levels of activity, structure, and, for some, pressures associated with school life.

The degree of adjustment depends on the child, but parents can help their children (and the rest of the family) manage the increased pace of life by planning ahead, being realistic, and maintaining a positive attitude. Here are a few suggestions to help ease the transition and promote a successful school experience.

Before School Starts

Good physical and mental health. Be sure your child is in good physical and mental health. Schedule doctor and dental checkups early. Discuss any concerns you have over your child’s emotional or psychological development with your pediatrician. Your doctor can help determine if your concerns are normal, age-appropriate issues or require further assessment. Your child will benefit if you can identify and begin addressing a potential issue before school starts. Schools appreciate the efforts of parents to remedy problems as soon as they are recognized.

Review all of the information. Review the material sent by the school as soon as it arrives. These packets include important information about your child’s teacher, room number, school supply requirements, sign ups for after-school sports and activities, school calendar dates, bus transportation, health and emergency forms, and volunteer opportunities.

Mark your calendar. Make a note of important dates, especially back-to-school nights. This is especially important if you have children in more than one school and need to juggle obligations. Arrange for a babysitter now, if necessary.

Make copies. Make copies of all your child’s health and emergency information for reference. Health forms are typically good for more than a year and can be used again for camps, extracurricular activities, and the following school year.

Buy school supplies early. Try to get the supplies as early as possible and fill the backpacks a week or two before school starts. Older children can help do this, but make sure they use a checklist that you can review. Some teachers require specific supplies, so save receipts for items that you may need to return later.

Re-establish the bedtime and mealtime routines. Plan to re-establish the bedtime and mealtime routines (especially breakfast) at least 1 week before school starts. Prepare your child for this change by talking with your child about the benefits of school routines in terms of not becoming over tired or overwhelmed by school work and activities. Include pre-bedtime reading and household chores if these were suspended during the summer.

Turn off the TV. Encourage your child to play quiet games, do puzzles, flash cards, color, or read as early morning activities instead of watching television. This will help ease your child into the learning process and school routine. If possible, maintain this practice throughout the school year. Television is distracting for many children, and your child will arrive at school better prepared to learn each morning if he or she has engaged in less passive activities.

Visit school with your child. If your child is young or in a new school, visit the school with your child. Meeting the teacher, locating their classroom, locker, lunchroom, etc., will help ease pre-school anxieties and also allow your child to ask questions about the new environment. Call ahead to make sure the teachers will be available to introduce themselves to your child.

Minimize clothes shopping woes. Buy only the essentials. Summer clothes are usually fine during the early fall, but be sure to have at least one pair of sturdy shoes. Check with your school to confirm dress code guidelines. Common concerns include extremely short skirts and shorts, low rise pants, bare midriffs, spaghetti strap or halter tops, exposed undergarments, and clothing that have antisocial messages.

Designate and clear a place to do homework. Older children should have the option of studying in their room or a quiet area of the house. Younger children usually need an area set aside in the family room or kitchen to facilitate adult monitoring, supervision, and encouragement.

Select a spot to keep backpacks and lunch boxes. Designate a spot for your children to place their school belongings as well as a place to put important notices and information sent home for you to see. Explain that emptying their backpack each evening is part of their responsibility, even for young children.

Freeze a few easy dinners. It will be much easier on you if you have dinner prepared so that meal preparation will not add to household tensions during the first week of school.

The First Week

Clear your own schedule. To the extent possible, postpone business trips, volunteer meetings, and extra projects. You want to be free to help your child acclimate to the school routine and overcome the confusion or anxiety that many children experience at the start of a new school year.

Make lunches the night before school. Older children should help or make their own. Give them the option to buy lunch in school if they prefer and finances permit.

Set alarm clocks. Have school-age children set their own alarm clocks to get up in the morning. Praise them for prompt response to morning schedules and bus pickups.

Leave plenty of extra time. Make sure your child has plenty of time to get up, eat breakfast, and get to school. For very young children taking the bus, pin to their shirt or backpack an index card with pertinent information, including their teacher’s name and bus number, as well as your daytime contact information.

After school. Review with your child what to do if he or she gets home after school and you are not there. Be very specific, particularly with young children. Put a note card in their backpack with the name(s) and number(s) of a neighbor who is home during the day as well as a number where you can be reached. If you have not already done so, have your child meet neighbor contacts to reaffirm the backup support personally.

Review your child’s schoolbooks. Talk about what your child will be learning during the year. Share your enthusiasm for the subjects and your confidence in your child’s ability to master the content. Reinforce the natural progression of the learning process that occurs over the school year. Learning skills take time and repetition. Encourage your child to be patient, attentive, and positive.

Send a brief note to your child’s teacher. Let the teachers know that you are interested in getting regular feedback on how and what your child is doing in school. Be sure to attend back-to-school night and introduce yourself to the teachers. Find out how they like to communicate with parents (e.g., through notes, e-mail, or phone calls). Convey a sincere desire to be a partner with your children’s teachers to enhance their learning experience.

Familiarize yourself with the other school professionals. Make an effort to find out who it is in the school or district who can be a resource for you and your child. Learn their roles and how best to access their help if you need them. This can include the principal and front office personnel; school psychologist, counselor, and social worker; the reading specialist, speech therapist, and school nurse; and the after-school activities coordinator.

Overcoming Anxiety

Let your children know you care. If your child is anxious about school, send personal notes in the lunch box or book bag. Reinforce the ability to cope. Children absorb their parent’s anxiety, so model optimism and confidence for your child. Let your child know that it is natural to be a little nervous anytime you start something new but that your child will be just fine once he or she becomes familiar with classmates, the teacher, and school routine.

Do not overreact. If the first few days are a little rough, try not to over react. Young children in particular may experience separation anxiety or shyness initially but teachers are trained to help them adjust. If you drop them off, try not to linger. Reassure them that you love them, will think of them during the day, and will be back.

Remain calm and positive. Acknowledge anxiety over a bad experience the previous year. Children who had a difficult time academically or socially or were teased or bullied may be more fearful or reluctant to return to school. If you have not yet done so, share your child’s concern with the school and confirm that the problem has been addressed. Reassure your child that the problem will not occur again in the new school year, and that you and the school are working together to prevent further issues.

Reinforce your child’s ability to cope. Give your child a few strategies to manage a difficult situation on his or her own. But encourage your child to tell you or the teacher if the problem persists. Maintain open lines of communication with the school.

Arrange play dates. Try to arrange get-togethers with some of your child’s classmates before school starts and during the first weeks of schools to help your child re-establish positive social relationships with peers.

Plan to volunteer in the classroom. If possible, plan to volunteer in the classroom at least periodically throughout the year. Doing so helps your child understand that school and family life are linked and that you care about the learning experience. Being in the classroom is also a good way to develop a relationship with your child’s teachers and classmates, and to get firsthand exposure to the classroom environment and routine. Most teachers welcome occasional parent help, even if you cannot volunteer regularly.

Extracurricular Activities

Go for quality, not quantity. Your child will benefit most from one or two activities that are fun, reinforce social development, and teach new skills. Too much scheduled time can be stressful, especially for young children, and may make it harder to concentrate on schoolwork. When evaluating extracurricular activities, consider your family schedule and personal energy level. Multiple activities per child may be too much to manage, particularly if the activities have overlapping times, disparate locations, require your attendance, or disrupt the dinner hour.

Select activities where you have someone with whom you can carpool. Even if you are available to drive most days, you will need backup sometimes. Choosing activities that occur on-site after school will also minimize driving.

Find out from the school or teacher which days will be heavy homework or test study days and schedule extracurricular activities accordingly.

If your child does not want to participate in regular, organized extracurricular activities, you may want to consider other options to help build interests and social skills. For example, check out the local library for monthly reading programs, find out if your local recreation or community center offers drop-in activities, or talk to other parents and schedule regular play dates with their children.

When Problems Arise

These recommendations can contribute to a positive and productive school experience for most children. Some children may exhibit more extreme opposition to or fear of school or may be coping with more specific learning or psychological difficulties.

If your child demonstrates problems that seem extreme in nature or go on for an extended period, you may want to contact the school to set up an appointment to meet with your child’s teachers and school psychologist. They may be able to offer direct or indirect support that will help identify and reduce the presenting problem. They may also suggest other resources within the school and the community to help you address the situation.

While children can display a variety of behaviors, it is generally wise not to over-interpret those behaviors. More often than not, time and a few intervention strategies will remedy the problem. Most children are wonderfully resilient and, with your support and encouragement, will thrive throughout their school experience.

Resources

Clark, L. (1996). SOS: Help for parents (2nd ed.). Berkley, CA: Parents’ Press. ISBN: 0935111204.

Dawson, M. P. (2004). Homework: A guide for parents. In A. Canter, L. Paige, M. Roth, I. Romero, & S. Carroll (Eds.), Helping children at home and school II: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists.

Rimm, S. (1996). Dr. Sylvia Rimm’s smart parenting: How to raise a happy, achieving child. New York: Crown. ASIN: 0517700638.

Websites

National Association of School Psychologists— www.nasponline.org

Parent Information Center— www.parentinformationcenter.org

Ted Feinberg, EdD, NCSP, served upstate New York schools as a school psychologist for more than 30 years and currently is an Assistant Executive Director of the National Association of School Psychologists. Katherine C. Cowan is Director of Marketing and Communications for NASP. This material is adapted from their article posted previously on the NASP and Teachers First (NITV, Inc.) websites.

© 2004 National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814—(301) 657-0270.

By Barbara Soderlin

I got a kick out of this story in the Chicago Tribune written by a former teacher of the comedian Bernie Mac, who died Saturday. The teacher remembers how frustrating it was to try to teach English grammar when Bernard McCullough was always cracking jokes in the back of his class. Here he muses on how society can turn geniuses into outcasts, and how their skill is rarely recognized during their time.

I wonder what budding geniuses are getting sent to the principal’s office in Rapid City schools…

I love when the New York Times publishes stories of the latest wacky behavior of rich, east-coast parents who have too much time and money on their hands. One of my favorite ones this summer was the tale of parents who are so obsessed with their children’s every move that they call their summer camps incessently to check on how junior is doing. They’re so aggressive camps have to hire counselors just to respond to the parents.

I went to sleepaway camp just one summer, in Maine with a cousin who lived out east, and we successfully lived without our parents for four weeks. We swam, did crafts, hiked in the woods, tried archery, stayed up late, etc., all without talking to our parents.  When it was over I felt much more grown-up and independent, having done all that on my own.

The story tells of one parent who, worried about the ban on cell phones at camp, gave her child two cell phones — the spare was in case the first one was confiscated. I can’t imagine what type of message that sends to a kid about how to break the rules. Do these kind of parents put your own well-behaved kids at a competitive disadvantage in life?