The Recorder – Selectboard, supt. mull capital projects as Sunderland Elementary School repairs mount

SUNDERLAND — As the list of repairs and maintenance for Sunderland Elementary School increases, Superintendent Darius Modestow met with the Selectboard this week to begin discussions about how to address them.

The group came away from the discussion determining that the Union 38 School District and the town will need to cooperate to evaluate their methods of funding.

“We’re not solving this problem with the current setup and that’s my message tonight,” Modestow said. “The system in which we need to address these capital needs is broken right now. We’re not going to be able to address these needs in the current way we do things.”

Currently, the Union 38 School District’s budget does not include capital improvements. Meanwhile, Sunderland’s capital budget covers the entire town, but does not set aside any money specifically for the school. The discussion led to Selectboard Chair Tom Fydenkevez proposing that the district determine an annual maintenance cost so a designated capital fund can be created.

“To do it right, you have to identify how much you need per year to maintain the school,” Fydenkevez said to Modestow. “I like that idea. … It has to be used for capital expenditures. You’re designating money and it’s going to be used for that reason.”

Another option Modestow proposed was possibly taking out a joint loan with Sunderland if the town already has capital improvement ideas.

“I wanted to bring it to your attention because I’m wondering if the town has other facility projects … that it wants to group together and possibly do a loan,” Modestow said. “I wanted to put it on your radar because it’s getting to a scope that’s a little bit bigger than the School Committee alone can handle and we’re going to have to work together.”

Modestow highlighted the need to replace glycol in the sprinklers, a non-functioning intercom and a dishwasher that constantly breaks down as the immediate needs for the school, but said much larger projects such as window replacements and the installation of air conditioning in the gym are on the horizon. Modestow anticipates the list “will keep getting longer.”

Fydenkevez said a loan is not out of the question because Sunderland doesn’t “have a lot of debt in town right now.” He said residents could be persuaded to take on a loan or designate money if the school can clearly identify what projects need to be addressed.

“We’ve retired a lot of our debt over the past few years. We have the capacity to talk to the citizens of our town and say, ‘Hey look, this is gonna set the school up for another 15, 20 years,’” Fydenkevez said. He added that compiling a list of repairs would be more persuasive than “coming back every year and asking for another $50,000 for this or $30,000 for this” because “it’s much harder than trying to do this stuff all together.”

Modestow later told the Greenfield Recorder the meeting was productive in laying out the particular challenges Sunderland Elementary School is facing.

“It was the first step to start the conversation to make them aware of what the elementary school’s needs are,” Modestow said by phone. “As the building ages, we start to get more and more higher-priced repairs.”

He said Sunderland Elementary is at the age where a full renovation isn’t necessary, but significant repairs are starting to add up. He noted the three other elementary schools in the Union 38 School District are not seeing a growing list of repairs “to the same degree” because they are made of brick.

“Their buildings are made of brick and this is made of wood,” Modestow said. “That’s the honest truth.”

He clarified his statements from Monday’s meeting about the “broken” system for addressing capital improvements and said the system is “broken for the amount of repairs we have at this time.”

“We don’t have capital as part of the elementary budget. … We’ve been going to the town and that list is getting big enough,” Modestow said, “that we’re not going to get things done at an appropriate pace.”

Chris Larabee can be reached at [email protected] or 413-930-4081.

What to Know About Choosing Between Housing on or off Campus | Paying for College

First-year college students often are expected or required to live in residence halls or dormitories. In subsequent years, it’s usually up to those students to decide whether to reside on or off campus.

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“We believe that living on campus for your entire time here during your college career really helps to complement your educational career,” says George Stroud, vice president and dean of student life at Dickinson. “It connects you more with the campus, with the facilities, with your peers and with the faculty. It allows students to easily access programs and labs and things of that nature. And so we really believe that having students here on campus for the four years really helps to build a better community.”

There are exceptions, however. At OWU, a student is exempt from the requirement if he or she is a commuter, fifth-year senior, at least 23 years of age, married, a parent to a dependent child, has medical or psychological needs that cannot be met by the institution or lives with parents or a legal guardian.

Living on campus has been shown to increase graduation and retention rates as well as improve academic performance, especially among first-year students, says Dwayne K. Todd, vice president of student engagement and success and dean of students at OWU.

“A number of indicators around success are quite clear in decades of research,” he adds, “so that’s why schools like ours do have a living requirement to create the best environment for student success.”

Residential housing is not limited to shared dorm rooms and communal bathrooms. Other alternatives include suites, apartments, Greek houses or living-learning communities for students with shared interests.

On-campus students have access to services and resources such as residence life staff who can provide assistance if a housing issue arises.

“The social experience of living with so many fellow new students is a unique opportunity to make lifelong friendships,” Brendon Dybdahl, spokesperson for university housing at the University of Wisconsin-Madison, wrote in an email. “Our staff can help students navigate roommate issues or move to another room if necessary, while students who live off-campus are locked into a lease with few options to manage roommate conflicts. We also have academic resources in our residence halls for tutoring, advising and class sections.”

It can also be a safer environment, especially during the coronavirus pandemic as residential students were regularly monitored, quarantined and tested, says Rose Pascarell, vice president for university life at George Mason University in Virginia.

“We have a vaccine clinic on campus,” she adds. “There’s also a health clinic on campus staffed by physicians, nurse practitioners and physician assistants that residential students have access to. … I can tell you on any given week how many students on campus had tested positive. We had a way to quarantine those students in a residence hall that was off limits to everyone except those that were exposed.”

On the other hand, off-campus living provides a student with more independence, as he or she is not constrained to school housing policies. It can also be better for students with severe food allergies or dietary restrictions, according to Cyndy McDonald, a career coach in California and member of the Independent Educational Consultants Association.

Cost Comparison

At first glance, off-campus housing can appear as the less-expensive option. But the additional expenses outside of rent like utilities, groceries, internet access, cable and furniture are often overlooked.

“I would encourage students to really read their contracts,” says Lisa Ortiz, interim director of housing and residence life at Ferris State University in Michigan. “That is something that I’ve heard from students that they don’t realize those hidden fees and the different aspects of what the contracts are truly telling them in terms of cleaning and other things as they move out of the apartment. So we definitely want our students to fully understand what they’re committing to.”

To reduce off-campus costs, some students choose to overpack houses or apartments, sometimes with four or five people in a two-bedroom house, experts say.

But unlike off-campus housing, the total cost of living on campus is typically all-inclusive – covering rent, utilities, furniture, Wi-Fi and a meal plan.

At GMU, where students are encouraged to live on campus for at least the first year, the average cost of a traditional double room with an “Independence Plan” – the mandatory meal plan for residential freshman and sophomores with unlimited access to dining halls – is $12,630 for the 2021-2022 school year. The school estimates off-campus housing – outside of living with parents – to be $13,268, but prices can be higher or lower based on number of residents.

Another factor that plays into cost is the length of a lease. Residence halls follow an academic schedule while landlords at off-campus properties often require a full year. In such cases, students not taking summer classes must either pay for an additional three months or, if permitted, sublet to a replacement tenant.

Some experts say it’s a toss-up between the price differences of living on or off campus because costs can vary based on many components, including location and convenience. Therefore, when making a decision about housing, students should consider more than just the price tag.

“Take a look at your grades, see how you’re doing,” says Russell Mast, vice president for student affairs at Morehead State University in Kentucky. “If you’re struggling then I would say try to stay on campus because those support units are there for you. But if you know how to balance life, if you’re good at time management and budgeting, then take a look at living off campus.”

Financial Aid Options

Though prices are comparable, schools like Ferris State offer financial incentives to students who choose to live on campus. Admitted students can earn up to $2,000, for example, through the school’s Bulldog Housing Bonus program. To qualify, a student must attend a virtual housing information session and submit a housing contract.

Financial aid is also available for off-campus living.

When filling the Free Application for Federal Student Aid, also known as the FAFSA, a student indicates whether he or she plans to live on campus, off campus or with a parent. A set budget is allocated to each student by a college that can be used for rent, utilities, groceries and other housing-related expenses. If the aid does not cover the full cost of rent for the year, students can file an appeal, and documentation is required, according to McDonald.

She adds that student loans are most commonly used to help pay room and board fees.

“Don’t hesitate to ask the financial aid office,” McDonald says. “There’s nothing wrong with being the squeaky wheel. If you don’t know, keep asking. And there’s nothing wrong with writing an appeal. If you are not getting enough money and you need a little bit more then don’t be afraid to ask for more. All they can do is say no. But they can’t say yes if you don’t ask.”

New study reveals extent of practical and emotional support offered by teachers — ScienceDaily

A research survey of primary school teachers in England has emphasised the importance of the relationship between parents and primary schools during lockdown school closures, with teachers providing a range of practical and emotional support alongside academic assistance to parents to try and negate perceived disadvantages in home circumstances.

With schools closed from March 2020 until the end of the academic year and again from January 2021, pupils were taught online. This put an expectation on parents to shoulder some of the responsibility in ensuring pupils were engaged in their learning and to try and minimise some of the disadvantages faced by pupils from lower income families who may not have had access to the same learning equipment or facilities as others.

Academics from Anglia Ruskin University (ARU) led a team of researchers who surveyed 271 primary school teachers from across the country during June and July 2000, and also carried out follow-up interviews with a smaller cohort in April this year to compare the second round of school closures from January 2021.

Participants worked in schools with differing levels of pupil premiums, which is additional funding provided by the Government to schools based on the number of pupils in a school deemed to be at an economic or social disadvantage. Lower pupil premium schools had fewer children considered to be at a disadvantage, while higher pupil premium schools had more.

The vast majority (84{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) of teachers felt some pupils had been disadvantaged by school closures due to their home circumstances.

The researchers found that all teachers provided resources for parents to use at home, either created by themselves or using other sources. However, while pupils from schools with a lower pupil premium number were significantly better able to access all resources than those from schools with higher pupil premium numbers, middle income families struggled to find the time to engage with home schooling, with many working from home in white collar professions during the pandemic.

The study highlights the broad range of support that primary teachers gave to children and their parents during the pandemic, not only academically, but also practically and emotionally. Teachers kept in touch with parents more regularly, either through online calls or home visits, and as a result felt they gained a greater understanding of children’s home lives, which helped build trust.

Many gave examples of ways they supported families through other means, such as organising collaborations with charities to provide breakfasts for children whose families were struggling to afford food, making up food hampers, and even providing loans. Some teachers provided specific sessions for parents to guide them through some of the teaching materials, or to boost their confidence.

Lead author Dr Sara Spear, Head of the School of Management at ARU, said: “The COVID-19 pandemic was a difficult and stressful time for many people, and for some families it caused, or exacerbated, socio-economic difficulties.

“Our results showed that parental participation in schooling in middle income families was predominantly impeded by parents’ work responsibilities, with one or both parents likely to be working, and long hours and high-pressured jobs leaving little time for supporting children’s home learning.

“This was exacerbated in the second closure period, with more parents working, and increased expectations for children’s learning. Only the richest families had access to resources, such as private tuition and intensive private schooling, that alleviated these pressures.

“It was clear from our research that a closer relationship between teachers and parents meant a greater understanding of the difficulties faced by some parents, and as a result teachers went above and beyond to try and make sure no child was left behind. Teachers are hopeful that this stronger relationship will lead to better engagement in future, with things like parents’ evenings being held online to encourage better attendance.

“In the event of future school closures, schools should consult with parents when determining any requirements for learning at home, to ensure that this is inclusive for the families in their community. Schools should pay particular attention to access to technology, and consider parents’ ability and capacity to participate in schooling.”

The Role of Running in Physical Education

School life is full of stress and anxiety at every level. Studying, researching different topics, and making summaries every day can make a student’s life stagnant and boring, resulting in depression and failure.

To help prevent such issues, most schools have incorporated physical education classes. These classes involve several physical activities that help in improving the quality of students’ lives.

Importance of Physical Education (PE)

  1. PE allows students to enjoy and succeed in various physical activities. Students get to develop several skills and the ability to use strategies, compositional ideas, and tactics to perform successfully both physically and academically.

During participation, students think about what they’re doing, analyze their situation, and make informed decisions. As a result, they develop confidence and understand the importance of healthy lifestyles.

Other Benefits of Physical education include:

  •   Encouraging a healthy and active lifestyle
  •   Nurturing sportsmanship in all aspects of competition
  •   Assists students to reach their physical potential in a variety of sporting environment
  •   Develop their confidence
  •   Promote physical body image in teenagers, especially among girls

Benefits of Running for Student

What type of activity is running? Running or jogging is a popular form of physical activity. Running appeals to many individuals since it doesn’t cost a lot to take part and you can run anywhere, anytime.

Running is an essential part of physical education. Any free physical education essay example at https://gradesfixer.com/free-essay-examples/physical-education/ talks about the benefits of running for the young body of students. The benefits include improvement of overall health and academic performance.

With the help of essays, students will learn how to get better at running. Also, they will get new ideas on how to write and improve their content and essay paper structure. With that said, let’s look at the various benefits of running.

Improved cardiovascular health

Running prepares your heart for heavy loads so you won’t feel any discomfort and pain when lifting your heavy backpack. Short jogs during physical education class help to increase the contractions of your heart muscle per minute. As a result, you will have a healthy cardiovascular system.

Helps students learn about perseverance

Just like any sport, improvement doesn’t happen overnight. Therefore, running can help students learn about the power of perseverance and practice. As they run regularly, their stamina and performance improve. They will also discover that they can stick to something and succeed, even if it seems hard.

Improves confidence

Besides physical health improvement, running can boost your confidence and self-esteem. Confidence can have a positive aspect in all areas of a student’s life. It will help a kid integrate quickly and make friends.

Relives Stress

At school, many things can trigger stress, from endless coursework to bullying. Running can help reduce stress and anxiety, which can cause some health and mood-related problems. Stress can also affect a student’s appetite and sleep quality.

When you jog, you push your body to utilize excess energy and hormones, thus alleviating stress and anxiety. In addition, running eliminates the risk of experiencing tension headaches.

Improve brain and memory health

Enhanced brain and memory well-being are among the many health benefits of running, especially for students. As a physical activity, running helps to increase blood flow to your brain. As such, your brain receives sufficient oxygen. Enough oxygen in your brains means improved memory, reaction, and other characteristics of your body. Also, it means improved academic performance – you will understand and memorize different concepts easily.

How to make running as safe as possible for students

Physical education teachers must select the best running shoes for students. The shoes should fit well and have good support with a thick shock-absorbing sole. Students should also avoid wearing socks made from 100{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} cotton. When cotton gets wet, it stays wet, meaning you will have blisters during summer and cold feet if it’s winter.

To prevent injuries while training and running:

  •   Students should receive sports physical before they run
  •   Train sensibly, by increasing distance and speed gradually
  •   Stretch and warm-up before running
  •   Stop running if they feel pain or get hurt

Additionally, students should dress for the weather. If it’s cold, they need warm layers of sweat-wicking fabric, gloves, and a hat. During hot days, they need extra water and light-colored clothing.

Conclusion

Running as part of physical education is incredibly beneficial to the student’s body, mind, and spirit. Short runs can leave the student feeling more energized, focused, and healthy.

A student who runs regularly will experience improved mental health and increased academic performance.

Thank you for stopping by.

 

Summerlake Elementary School raises over $11,000 for local non-profit | West Orange Times & Observer

One Orange County Public School is going above and beyond its goals to help those in need. 

Summerlake Elementary School recently raised over $11,000 for the Second Harvest Food Bank of Central Florida through its virtual food drive.

Second Harvest is a a private, non-profit organization that collects, stores and distributes donated food to more than 550 feeding partners in six Central Florida counties. 

Summerlake Elementary School PTO Vice President Veronica Solarz said the virtual food drive began last year due to COVID-19 restrictions where volunteers could not be on campus. 

“We didn’t want a food collection falling on the teachers and staff that were already going above and beyond the call of duty during the first few months of school,” Solarz said. “Especially being a brand new school last year. So I started looking for different options and found that Second Harvest offered a virtual option and I loved it.”

Solarz said even with so many of the students being virtual last year, the event was a hit. 

This year, the food drive ran for a total of six days. 

The original goal of $2,500 was met in less than one day. The school quickly expanded its efforts, setting a new goal of $10,000 which was still surpassed. 

The school helped to provide over 43,508 meals for those in need. 

Solarz said she had the opportunity to speak with the students during lunch about the drive. She let them know why they were taking part in the drive, how $1 provided 4 meals and why it’s important to be a good neighbor to those in need.  

“The older students were even figuring out how many meals we had provided when I told them the amount we had raised so far,” Solarz said. “They were so excited knowing they were making such a huge impact on our community.” 

Mrs. Crispell’s 1st grade class won the prize for the most donations during the food drive. The PTO Vice President said they are planning to do a pizza picnic with the school’s mascot for the kids as well as supplying them with hand-made Great Neighbor Gator certificate’s to show appreciation. 

“These kids….they are simply amazing,” Solarz said. “But to be honest, the kids at this school always do amazing things. I collect items to be recycled through TerraCycle every month and we’ve collected over 9000 items already. They donated leftover Halloween candy to the troops and I brought 241 pounds home to be packaged up. They donated costumes to Give Kids the World. And we have so much more planned this year.”

 

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Reader grateful for home school education

To the editor:

Harvard Law School’s Professor Elizabeth Bartholet has been a major opponent of homeschool education lately. In an interview with the Harvard Gazette last year, Bartholet outlandishly claimed that homeschoolers are “socially awkward” and “in danger of maltreatment.”

Bartholet gives absolutely no statistical evidence to support her conclusions. Surely someone as highly educated as an Ivy League university professor has the ability to cite studies to reinforce their claims. In my opinion, Bartholet’s lack thereof is suggestive of her failure to find any such evidence.

Bartholet also makes allegations that are simply untrue. For instance, she said in an article for the Arizona Law Review that we have zero evidence that homeschoolers are successful. A study released this year by two of Bartholet’s colleagues at Harvard, Brendan Case and Ying Chen present very different findings. The scholars’ results showed not only that homeschooled students are on a higher level as other students academically, but that they actually have thirty-percent advantage over their peers in terms of social and financial success. With more than 12,000 students participating in this 11-year study, Case and Chen present much more statistical evidence than Bartholet. According to the Business Insider, sixty-nine percent of homeschooling graduates finish high school, meanwhile only fifty-nine percent of other students do so.

The stereotypes Professor Bartholet pushes on homeschooled students like me are false and grossly unfair. We are not socially awkward or ignorant in any way. The skills needed for our non-traditional learning actually enhance our social aptitude and entrepreneurial spirit. For these reasons, it is not surprising that studies are putting us at the top of our generation in terms of achievement. Recently, institutions of higher education have come this realization. At this point, many colleges and universities across the nation (including Harvard) have begun strategic enrollment practices of homeschooling graduates.

Unjust allegations have been, and will continue to be brought against homeschoolers, but these unfounded claims will never speak as loud as the overwhelming evidence in our favor. I will always be proud of my education, and forever thankful to my family for making it possible.