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What to do When Your Kid’s Teacher Wants to Talk About Behavior Problems

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Be ready to listen and help create a plan.

A creeping feeling of dread comes the first time the teacher reaches out. Early in the school year, the teacher pulls you aside or sends an email saying,“Can we find some time to talk?” Most parents know in the back of their mind some behavior challenges are on the horizon, but don’t know how they’ll manifest in school. As a parent, the conversations that follow can be daunting. But you can do your child, and yourself, a world of good if you hone in on what your child’s teacher is saying. Here are five steps to engage with your teacher in the most productive way possible.

1. Don’t Panic

The teacher isn’t judging you. She isn’t judging your child. In fact, everybody involved is aligned on the same goal: how can we create the best possible experience for this child? Of course, you’re going to have anxiety over the wellbeing of your child, so it’s not easy to put it aside. But in its place, view the conversation as an invitation to start a dialogue. Until you have more information, you don’t want to make assumptions about the road ahead.

2. Listen

Your teacher spends a lot of time with your child, especially in the early grades. Teachers know your child and want to see him succeed. As the conversation begins with your teacher, gather as much information as you can. Ask her to be specific about the behaviors that have been observed, and why they are concerning. Here are some specific questions you can ask:

  • How big of a problem is this? The teacher could simply be telling you about a single challenging episode, just so you know, with no long-term plan of action necessary. Or, they could be clueing you into a more significant problem.

  • What is the nature of the problem? It could be things like trouble with transitions, or aggression.

  • Should we be pulling in more resources? There are many things a school can do to help a kid who is struggling, including specific supports at school (sometimes called Response to Intervention or RTI) all the way to arranging for an evaluation for your child. An evaluation is a more significant step, but also opens up doors to increased aid and professional services your child may be entitled to. Schools are responsible for creating learning environments for all students.

  • What supports might help at home? The teacher will have some ideas about tools and methods that might work at home. Even better, they can match the system at school.

3. Build a Team and Stay Positive

Everyone wants your child to succeed. If you get defensive, it makes the team less productive. If the teacher is helping you understand the onset of more complex issues, the two of you are going to have to work together to communicate with doctors and insurance. You’ll want to plot out strategies and understand how you can navigate your specific school to create the best environment possible for your child. Your teacher isn’t blaming you and wants to work with you. Complex problems are going to mean stepping into a world of increased supports with a catacomb-like vocabulary. Your teacher and the school staff have been there before. At the point you get here, you’ll also want to turn to your pediatrician, and start thinking about additional professional services (like a psychologist or clinical social worker).

Sometimes, despite your best efforts, you won’t be able to talk to school staff with trust. While you shouldn’t give up on re-establishing that trust, there are members of your community you can turn to. Many communities will have a SEPAC (special education parent advisory council) that can help. A special education advocate can also be a starting point, since they’ll know the system. Finding a local advocate is usually as simple as turning to your local parent community (a Facebook group in your hometown) and asking for recommendations.

4. Follow Up

Once a teacher alerts you there’s a problem, try to check in after you first talk. This is going to be the first clue on how seriously the teacher takes the problem. If the check-in suggests everyone has moved on, that’s great. If the teacher is talking about supports that have been put in place and how everyone is responding to them, then you have a clue they view the challenges as something that will persist. If supports are ongoing, try to keep checking in, and see how things are progressing. Even if your child is receiving supports, you should still expect progress. Schools are getting better about taking data and should be able to tell you how things are going.

5. Find Ways to Support Your Child in the Home

You can extend your child’s learning into your home. What this looks like will depend on what challenges you’re facing. Your teacher might have some recommendations, or you could echo the supports being used in the classroom. If you’ve reached out to your doctor, then they might have some ideas as well. I personally tend to recommend methods that reward kids’ innate drive to learn through exploration. At some level, we all know we’re not going to be able to reason kids through behavioral challenges. But we can tap into experiential learning. Sports can do this; some kids find a place where they latch onto the teamwork aspect. Surprisingly, video games can sometimes pull off the same trick, especially if the family can play together and develop ways to cooperate.

Jason Kahn PhD is a dad, Researcher at Boston Children’s Hospital, Instructor at Harvard Medical School, Co-founder & Chief Science Officer at Mightier. Mightier uses the power of bioresponsive games to help kids build and practice calming skills to meet real-world challenges.

 

This article was written by Jason Kahn PhD from Working Mother and was legally licensed through the NewsCred publisher network. Please direct all licensing questions to legal@newscred.com.

The Goddard School Annual Teacher of the Year Awards Honor Six Remarkable Early Childhood Educators

Educators Recognized for Their Unique Contributions to Their Classrooms and Communities during National Teacher Appreciation Week

Goddard Systems, Inc. (GSI), franchisor of The Goddard School®, the nation’s premier preschool system focusing on learning through play for children six weeks to six years old, has chosen the recipients of the twelfth annual Teacher of the Year awards. During National Teacher Appreciation Week, which takes place from May 1 to May 5, six leading preschool educators from four Goddard School locations across the U.S. will each be presented with a plaque to commemorate their passion for teaching, dedication to learning and love for their classrooms and local communities.

The Goddard School’s Teacher of the Year award honors educators in its preschool system who have developed compelling programs and projects that benefit their classrooms, Schools or communities. Projects from this year’s selected teachers include a sign language initiative to enrich the learning and social life of students with hearing disabilities; Tigers’ Year of Giving, a project designed to foster a better sense of community and encourage giving to others; Wonders of Hershey, a local project designed to connect students with their community by helping them learn about an influential leader in their area; and a program that lets students explore a variety of different ways of learning while providing opportunities for children of all academic abilities.

“We are so proud to announce the outstanding recipients of this year’s award and acknowledge them for their passion and dedication. Through innovative programs and projects, their work inspires future generations,” says Dr. Craig Bach, vice president of Education at GSI. “At The Goddard School, educators have a unique and engaging approach to teaching that helps children gain pivotal skills to prepare them for a successful future.”

GSI is honoring the following teachers:

Heather Lisbona – Hendersonville, TN

 

Heather Lisbona, a junior kindergarten teacher at The Goddard School located in Hendersonville, TN, integrated sign language into her teaching program and expanded the School’s current sign language curriculum to assist a new student in her class who is hard of hearing. As a result, the student was able to communicate effectively with his peers and acclimated to the classroom and curriculum, and the other students learned a new skill and gained an appreciation of various ways of learning. Additionally, Heather leads a school-wide charity program to support a local cause within the community each month. Past activities include food, clothing and book drives, 5K races and United Way penny wars.

Mary Kirkwood and Alison Haller – Urbana, MD

 

Mary Kirkwood and Alison Haller, teachers at The Goddard School located in Urbana, MD, introduced Tigers’ Year of Giving to help children develop a better sense of community and teach them the importance of giving to others. Each month, the teachers engage the children in discussions and brainstorming sessions what areas of giving they would like to focus on for the month. The children then work with their teachers to create boxes, posters and flyers outlining their plan for giving that month. At the end of each month, the children and teachers sort the items into boxes and prepare them for the chosen charity. The teachers and children then discuss their thoughts and feelings about the success of that month’s community project.

Christin Campbell and Courtney Goodburlet – Hershey, PA

 

Christin Campbell and Courtney Goodburlet, teachers at The Goddard School located in Hershey, PA, introduced the Wonders of Hershey program to build a better sense of community among the students and parents. The teachers created the program because they believed that by learning about Milton Hershey, who founded the Hershey chocolate company, the students would become interested in their local community. As part of the program, students supported a range of charities, such as the Ronald McDonald House, which assists families in need around the world, including families in the Hershey Medical Center. The students, parents and teachers at The Goddard School collected and donated items for those families during their time of need. The program taught the students what it means to be good citizens in their community and how to give back. The program also included field trips to Hershey’s Chocolate World and Zoo America.

Amanda Olenwine – Gaithersburg, MD

 

Amanda Olenwine, a kindergarten teacher at The Goddard School located in Gaithersburg, MD, differentiated her lesson plans to cater to the diverse styles of learning her students have. She encourages students to explore different ways of learning with highly engaging, hands-on activities in small groups. For example, when they are practicing sight words, she will let them choose whether to write the words in sand, build them with yarn and glue or play a bean bag toss game. Her unique and effective lesson plans engage children in the learning process.

For more information on The Goddard School, please visit http://www.goddardschool.com/educators/teachers.

 

The Goddard School® Honors Top Early Childhood Educators for the Eleventh Annual Teacher of the Year Awards

Five Exceptional Educators Acknowledged during National Teacher Appreciation Week

Goddard Systems, Inc. (GSI), franchisor of The Goddard School®, the nation’s premier preschool focusing on learning through play for children six weeks to six years old, announces today that five leading educators from across the nation have been chosen as recipients of the eleventh annual Teacher of the Year award. In honor of National Teacher Appreciation Week, which takes place from May 1 to May 5, these extraordinary educators will be presented with a plaque commemorating their passion for teaching, dedication to learning and love for the children, families and local communities. The Goddard School’s Teacher of the Year award honors educators in its preschool system who have developed compelling programs and projects that benefit their classrooms, Schools or communities.

“This year’s award recipients raised the bar with notable, long-term projects that have inspired us, Goddard School students and Goddard School families,” says Dr. Craig Bach, Vice President of Education at GSI. “These initiatives, which address healthy friendships and healthy bodies and teach children about journalism and elections, highlight the educators’ unique, nurturing approaches that help develop children into joyful, confident learners.”

The projects from the selected Goddard School educators include Taste It Tuesday, an activity that teaches students the value of a healthy, well-rounded diet; Friendship Curriculum, a program designed to foster emotional development and promote social awareness among peers; Election, a campaign that introduces the election process and governmental functions; and Journalism, a program that lets students explore a variety of career paths while nurturing their curiosity.

GSI honors the following teachers:

Laura Flanagan – Exton, PA

Laura Flanagan, a pre-k teacher at The Goddard School located in Exton, PA, created Taste It Tuesday after noticing that her students were curious about the colorful array of fresh fruits and vegetables she brought for lunch. She created the activity hoping that it would encourage and help her students to try unfamiliar healthy foods. During morning circle time, Laura introduced the food they were going to sample and related the food to the letter of the alphabet they were currently studying. During the lesson and before sampling the food, the students made observations and predictions about the food’s texture and taste. While the students were sampling the food, Laura discussed where the food was grown and why it is a healthy choice. She also made cultural connections where applicable. At the end of the lesson, all the students added their names to the Taste It Tuesday graph, which showed who liked or did not like the food they tasted. The project has been such a success that multiple classrooms in the School now hold Taste It Tuesday, and teachers in different classrooms collaborate on it.

Everith Radcliffe and Ashlee Summer – Simpsonville, SC

Everith Radcliffe and Ashlee Summer, junior kindergarten teachers at The Goddard School located in Simpsonville, SC, created the Friendship Curriculum. The teachers developed an initialism, FRES-CLAK, to highlight the necessary components of a healthy friendship: friendship, respect, empathy, sharing – compassion, love, acceptance and kindness. The goal was to help students focus on learning, having fun and building caring relationships while receiving opportunities to develop and practice important social-emotional skills, such as controlling their own feelings, behaving appropriately and getting along with their peers. The teachers focused on helping young children and their families understand the importance of social and emotional well-being and development. The tools included a kindness chain, an I Am Feeling mood dial, the “Good Friend” poem, a bucket fillers pledge and a 100 Days of Kindness chart.

Kerry Allaire – Wayne, PA

Kerry Allaire, a kindergarten teacher at The Goddard School located in Wayne, PA, implemented Election to give her students a deeper understanding of how the election process works. Each November, Kerry introduces the election process to the students and chooses storybook characters as candidates. This year’s candidates were Clifford the Big Red Dog, Madeline and Arthur. Students prepared for Election Day by reading books to learn about each candidate’s platform and by creating buttons and campaign posters. They also cast their votes. Each student had a job to perform. First, students informed the teachers about the candidates and their platforms. Next, students had the teachers sign in before voting, and then the students gave the teachers a ballot to place in the ballot box. The teachers who voted received an ‘I Voted’ button, and once the polls were closed, the votes were tallied to determine the winner. Clifford the Big Red Dog was this year’s winner! The election project doesn’t end in November; an inauguration ceremony was held for Clifford, and students discussed the activities of the day.

Megan Brady – Fanwood, NJ

Megan Brady, a kindergarten teacher at The Goddard School located in Fanwood, NJ, created a program called Journalism to help her students investigate a variety of careers. Each month, Megan invited two visitors to the classroom, each with a career related to a specific theme. The children met a flight attendant, a lawyer, an editor, a photographer, an animal protection provider, a publisher and a nutritionist. Before each visit, the children prepared questions for the guest interview, and during each visit, the responses were logged. These tasks mirror the responsibilities of journalists. The students learned about open-ended and close-ended questions and about occupations in the journalism field. The students often mimicked these interesting roles. The culmination of the project is a video montage of the broadcasts the children created that will be shown on graduation day. The broadcast will feature the children as news anchors, and they will discuss all the relevant Goddard news from the year.

For more information on The Goddard School, please visit http://www.goddardschool.com/educators/teachers.

 

The Goddard School® Announces its Leading Educators For The 10th Annual Teacher Of The Year Awards

Premier Preschool Recognizes Six Educators For National Teacher Appreciation Week 

KING OF PRUSSIA, PA (May 2, 2016) – Goddard Systems, Inc. (GSI), franchisor of The Goddard School®, the nation’s premier preschool focusing on learning through play for children six weeks to six years old, names honorees for their tenth annual Teacher of the Year award. In celebration of National Teacher Appreciation Week, happening May 2 to 6, GSI acknowledges more than 10,000 teachers nationwide and presents six extraordinary teachers with a plaque that commemorates their passion, dedication and enthusiasm for early childhood education.

“The teachers that have been selected as this year’s honorees for Teacher of the Year have spearheaded long-term projects that have positively impacted the children in their classroom, their families, the Schools and the broader community,” says Dr. Craig Bach, Vice President of Education at GSI. “The Teacher of the Year recipients engage students in learning opportunities that are both unique and effective. We are delighted to honor these six outstanding educators, who continue to lovingly guide and prepare children for success in school and in life.”

Projects from the selected Goddard School educators include Family Game Night which is designed to continue fostering Kindergarten skills outside the classroom; Kindness Mission, which guides students to understand how small acts of kindness make a big impact; Intergenerational Project, which educates children about different generations while  befriending residents at the Avalon Assisted Living Facility; and Happy Gonzo which first involved taking care of a class pet frog, Gonzo, and later introduced engaging learning opportunities for the preschoolers.

GSI honors the following teachers:

Anna Pecoraro – Elgin, IL

Anna Pecoraro, kindergarten teacher at The Goddard School located in Elgin, IL, introduced her students and Elgin image1families to Family Game Night. In an effort to continue to teach kindergarten skills such as reading, number recognition and critical thinking outside the classroom, children had the chance every Friday to check out a new game from the game library to take home and play with their families. When the children returned to school on Monday, they were to write a journal entry about their Family Game Night experience. All journal entries were collected and included in a class book, which helped the students choose which game they would check out next. In May, the board games will be given to children and families that reside in Home of the Sparrow, a local shelter for women and children. The hope is that Home of the Sparrow can also learn through The Goddard School’s learning through play philosophy!

Pamela Gijanto and Sabrina Piotrowski – Marlboro, NJ

Pamela Gijanto and Sabrina Piotrowski, pre-kindergarten teachers at The Goddard School located in MarlboroMarlboro IMG_20160427_122307042 (School Road East), NJ, created Kindness Mission. Through this project, Gijanto and Piotrowski guided and encouraged children to be kind to others. With the goal of showing  the children that small acts of kindness can have a big impact on others, the teachers helped the children develop identities as learners while promoting positive self-image. The teachers extended Kindness Mission beyond the school and into their community by organizing a gently used toy collection that benefited Big Brothers Big Sisters of Monmouth County, a nonprofit organization that provides aid to children in need. It is Gijanto and Piotrowski’s hope that the Kindness Mission will continue to connect their students to the community and make others feel good while feeling good about themselves.

Christina Mruskovic – Hillsborough, NJ

Christina Mruskovic, kindergarten teacher at The Goddard School located in Hillsborough, NJ, organized inter-DSCN1327generational activities for children to participate in throughout the year, such as visiting the residents of the Avalon Assisted Living facility. Mruskovic spent the first few months of the school year laying the foundation for the project by incorporating lessons about different generations into all the learning domains. The kindergarten class read books about grandparents, learned songs and discussed manners and etiquette before visiting the Avalon Assisted Living facility. On their first trip to the facility, the kindergarten class worked with the residents to help them make love bug pins, share snacks and sing songs. The students’ next visit will be in May to do a Mother’s Day activity with the residents.

Roswell Presentation 2016

Paige Hardwick and Erika Posey – Roswell, GA

Paige Hardwick and Erika Posey, co-lead preschool teachers at The Goddard School located in Roswell, GA, embarked on an adventure in learning by focusing the majority of their activities on the children’s best friend, Gonzo, a tiny tree frog. Through efforts to keep Gonzo alive, learning opportunities were born. Students were soon producing songs, authoring a Gonzo “baby book” and learning about the Save the Frogs foundation, which later encouraged the establishment of a local chapter of the amphibian conservation organization at the School. Since Gonzo was born, the teachers worked together to maintain an engaging and exciting learning environment for students.

For more information on The Goddard School, please visit www.goddardschool.com.   

About The Goddard School®

Learning for fun. Learning for life.® For nearly 30 years, The Goddard School has used the most current, academically endorsed methods to ensure that children from six weeks to six years old have fun while learning the skills they need for long-term success in school and in life. Talented teachers collaborate with parents to nurture children into respectful, confident and joyful learners. The Goddard School’s AdvancED- and Middle States-accredited F.L.EX.® Learning Program (Fun Learning Experience) reaches more than 50,000 students in more than 430 Goddard Schools in 35 states. The Goddard School’s comprehensive play-based curriculum, developed with early childhood education experts, provides the best childhood preparation for social and academic success. To learn more about The Goddard School, please visit www.goddardschool.com.

Goddard Systems Honors National Teacher of the Year Award Recipients

Four Passionate Educators Recognized During National Teacher Appreciation Week

KING OF PRUSSIA, PA – May 4, 2015 – Goddard Systems, Inc., franchisor of The Goddard School®, the premier preschool focusing on learning through play for children from six weeks to six years old, honors four extraordinary early childhood educators as their ninth annual “Teacher of the Year” award recipients during National Teacher Appreciation Week on May 4-8, 2015.

Each “Teacher of the Year” honoree from The Goddard School developed a long-term project that has benefitted their classroom, school or community. Projects from the selected teachers include a Good Manners Musical to inspire and reinforce polite behavior; Pen Pal Patriots for children to connect with members from the Armed Forces and learn about patriotism; STEAM (Science, Technology, Engineering, Arts and Mathematics) Parent Workshops designed to educate parents on how they can support learning at home; and an Alex’s Lemonade Stand to help raise funds for childhood cancer research.

“At The Goddard School, our Educational Advisory Board and Goddard Systems University push for the highest standards in early childhood education,” says Dr. Craig Bach, Vice President of Education at Goddard Systems, Inc. “With more than 10,000 Goddard School teachers nationwide, we employ the very best teachers around and we are thrilled to be recognizing this year’s recipients for their passion and dedication in enlightening young minds for future success.”

The following teachers are honored:

Angie Petrillo – Wayne, NJ

Angie Petrillo, pre-kindergarten teacher at The Goddard School located in Wayne, NJ, created a playful and educational program named “Good Manners – A Medieval Quest for Polite Behavior.” Students dance and sing their way through lessons as they follow two eccentric knights on a quest to reinstate good manners in a cursed kingdom. With over 60 cast members from 6 weeks to 6 years old and a full set and costumes designed for the Middle Ages, the 30-minute musical play guides the children in discovering polite behavior in a creative and entertaining setting.

Gerianne Holl – Cranberry Township, PA

Gerianne Holl, pre-kindergarten teacher at The Goddard School located in Cranberry Township, PA, created Pen Pal Patriots, a program for children to learn about patriotism and build empathy. Motivated by her family’s military background, Gerianne provided opportunities for her students to send cards and monthly care packages to troops in the U.S. Navy stationed in Bahrain. Conducting “Skyping Days” several times a year, children work together to develop and write questions to learn about the service members as well as wear red, white and blue in support of those away from home.

Ryan Mayes – Goodyear, AZ

Ryan Mayes, preschool teacher at The Goddard School located in Goodyear, AZ, spearheaded STEAM Parent Workshops to educate parents and provide tools for them to reinforce STEAM concepts at home. Because children experience the deepest, most genuine learning when they are having fun, Ryan incorporates this philosophy into every aspect of teaching.

Valerie Schmitzer – Doylestown II, PA

Valerie Schmitzer, kindergarten teacher at The Goddard School located in Doylestown (Farm Lane), PA, developed a hands-on approach to creating a difference in the world. Alex’s Lemonade Stand, a charitable program designed to help fight childhood cancer, has inspired Valerie and her students in creating a Lemonade Stand of their own. With the hopes of raising awareness and helping to find a cure for children battling cancer, Valerie and the children have collaborated in creating the stand, making and selling lemonade. Donating all proceeds to Alex’s Lemonade Stand, the children learn that they can make a difference by providing hope, and work to set an example to encourage and empower others to do the same.

For more information on The Goddard School, please visit www.goddardschool.com.

The Goddard School® Announces National Teacher of the Year Honorees

Teachers Recognized During National Teacher Appreciation Week

The Goddard School, the premier preschool focusing on learning through play for children from six weeks to six years old, held its eighth annual “Teacher of the Year” competition and, in conjunction with National Teacher Appreciation Week, May 5-9, have selected five exceptional early childhood educators for recognition.

Each “Teacher of the Year” honoree from The Goddard School developed a long-term project that has benefitted their classroom, school or community. Projects from the selected teachers include a Spanish Immersion program; a Weather Station initiative that uses a hands-on approach to learn about the environment; a project that promotes Tolerance, Diversity, Teamwork and Technology and finally, a Fitness and Nutrition Education program.

“At The Goddard School, we select teachers for their ability to nurture children into respectful, confident and joyful learners; it’s not surprising that this year’s competition was extremely close,” said Dr. Craig Bach, Vice President of Education at Goddard Systems, Inc. “With more than 10,000 Goddard School teachers nationwide, the Teacher of the Year recognition is a true honor. We are extremely proud of each of this year’s winners and are grateful for their commitment to go above and beyond for the children.”

The following teachers were honored:

Maria Ravelli – Auburn, MA
Maria Ravelli, a preschool teacher at The Goddard School located in Auburn, MA, developed a dynamic Spanish Immersion program, utilizing the second language for classroom instruction. Maria’s approach involves speaking in Spanish while her co-teacher engages the class in English, resulting in a 50 percent immersion classroom. Conceived two years ago, the program is designed to teach children not only about the Spanish language but about the culture as well. Music and movement, food, literacy and dramatic play are all vital components to this well-rounded program. The program was so well received that Maria expanded the program to promote family engagement by recording audio files of herself speaking Spanish which are then shared with parents. Maria is the eighth consecutive Teacher of the Year recipient for The Goddard School located in Auburn, MA.

Tracy Imes – Medina, OH
Tracy Imes, kindergarten teacher at The Goddard School located in Medina, OH, developed the Weather Station program, a hands-on approach to learning about the environment. The weather station is located in the preschool play area and is visible to the children even when they are in the classroom. Utilizing Science Inquiry and Application to observe the natural environment, the children communicate their observations by creating monthly weather logs to track how the weather changes with each season. To investigate how water changes with the weather, previous experiments have included making “rain” in a jar with ice cubes and growing ice crystals.

Krystal Ames & Diana Butrim – Third Lake, IL
Krystal Ames and Diana Butrim, kindergarten teachers at The Goddard School located in Third Lake, IL, set out to create A Year-Long Program to Promote Tolerance, Diversity, Teamwork and Technology and decided to partner with the Special Education District of Lake County (SEDOL), a special education co-op that is on the cutting edge of providing outstanding education to those with severe disabilities. Krystal and Diana’s aim was to have the children in their class interact with special needs students via letters and Skype with the goal of fostering tolerance and acceptance of people’s differences. The kindergarteners showed the students at SEDOL how technology is utilized in The Goddard School kindergarten classroom. At their Valentine’s Day dance, the children also created rubber band bracelets and held a fundraiser for SEDOL.

Maureen MooreGlastonbury, CT
Maureen Moore, preschool teacher at The Goddard School located in Glastonbury, CT, designed and implemented the Fitness, Nutrition and Education program after coordinating her School’s participation in the Sandy Hook Run for the Families in Hartford, CT. The run was such a success that it inspired Maureen, affectionately known as “Ms. Mo” by the children, to create lesson plans that promote outdoor activity for the entire School. To encourage family involvement and connection, Maureen includes fitness activities and nutrition facts in the School’s monthly newsletters. She also established a “Community Garden” that the children help to cultivate. When fall arrives, the children plan to harvest the vegetables to create fun and healthy food options.